1. Constructivism in Mathematics by Becky Buehner

2. What is Constructivism? Active learner – Constructs new knowledge through connecting their prior knowledge and instructed new knowledge Teacher assists – Prompting, leading questions, cueing, providing feeding, and modeling

3. What is Constructivism? Content – Authentic & Meaningful Assessment – Teacher preassesses – Ongoing – What does the learner need next Teacher needs knowledge of learner over content

4. Constructivist Video

5. Comparative Studies in Mathematics Illinois, K-6, rural setting Traditional vs. Constructivist Everyday Mathematics, Traditional Approach, Traditional Approach with support of Mountain Math (reinforces concepts K-2)

6. Comparative Studies in Mathematics No difference in outcomes between approaches African Americans outperformed strong implementation of the constructivist approach compared to African Americans who were given a weak implementation Narrowed achievement gap between African Americans and Caucasian students 1 st graders with Everyday Mathematics outperformed Chinese 1 st graders, but not Japanese 1 st graders

7. Comparative Studies in Mathematics Illinois, multiplication, third grade Constructivist vs. Traditional 4 classes – 2 classes received traditional methods 1 taught by regular educator and 1 taught by researcher – 2 classes received constructivist methods 1 taught by regular educator and 1 taught by researcher

8. Comparative Studies in Mathematics No statistical difference in approaches All showed growth Regular teacher expressed challenges – Using materials that students were unfamiliar with – Behavioral issues Researcher expresses having a classroom management plan before implementing a constructivist approach

9. Changing to a Constructivist Approach Europe, teachers filled out questionnaires about changing to a constructivist approach Education Council agreed that they needed to change to a constructivist theory – Change at the policy level Teachers need to be supportive in the change

10. Application Debbie Diller’s Math Work Stations Music and Movement Curriculums – Everyday Mathematics – Investigations in Number, Data, and Space

11. Demo Lesson Racing Addition – Move around game board and solve an addition problem when you move to a new space Sums to 8, 10, & 12 – Sort addition problems Dominoes – Find matches (same number of dots) – Match numeral to dots Hearts – Match numeral to dots

12. References Briars, D. J., & Resnick, L. B. (2000). Standards, assessments and what else? The essential elements of standards-based school improvement. Los Angeles: Center for the Study of Evaluation, Center for Research on Evaluation, Standards, and Student Testing, California University. Carroll, W. (2001). A longitudinal study of children in the curriculum. Evanston, IL: Northwestern University. Chung, I. (2004). A comparative assessment of constructivist and traditionalist approaches to establishing mathematical connections in learning multiplication. Education, 125(2), 271. Diller, D. (2011). Math work stations: Independent learning you can count on, K-2. Portland: Stemhouse Publishers. Dow, W. (2006). The need to change pedagogies in science and technology subjects: a European perspective. International Journal Of Technology & Design Education, 16(3), 307-321. Grady, M., Watkins, S., & Montalvo, G. (2012). The effect of constructivist mathematics on achievement in rural schools. Rural Educator, 33(3), 38-47. Mercer, C. D., & Jordan, L. (1994). Implications of constructivism for teaching math to students with moderate to mild disabilities. Journal Of Special Education, 28(3), 290. Peterson, P.L., Carpenter, T., & Fennama, E. (1989). Teachers’ knowledge of students’ knowledge in mathematics problem solving: Correlational and case analyses. Journal of Educational Psychology, 81, 558-569. Scott, P. B. (1983). Perceived use of mathematics materials. School Science and Mathematics, 87(1), 21,24. Skoning, S. (2010). Dancing the curriculum. Kappa Delta Pi Record, 46(4), 170-174.