MATHEMATIZINGCONSTRUCTIVISM

MathematizingConstructivism:
Anexplorationofpercentages,decimalsandfractionsinrelationtoareaingrade7&8
mathematics.
SarahIrwinGibson&LauraHall
Dr.SamiaKhan
ETEC530/65A
March31,2016
UniversityofBritishColumbia

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INTRODUCTION

Mathematicsisthestudyofprinciplesrelatingtoaspecifiedphenomenon,[or]process
(mathematics,n).Thisiscriticalinthedevelopmentofstudentsunderstandingofconceptsand
creationoftheirownknowledge.IntherevampedBCcurriculum,mathematicsisdescribedas
holdinganintegralroleinoureverydaylives,mathematicalvaluesandhabitsofmindgo
beyondnumbersandsymbolstheyhelpustoconnect,create,communicate,visualize,reason,
andsolve(
BuildingStudentSuccessBC'sNewCurriculum.n.d.
).Inthe1996manifesto,the
NewLondonGroup,describesthemissionofeducationashavingthe,fundamentalpurpose[...]
toensurethatallstudentsbenefitfromlearninginwaysthatallowthemtoparticipatefullyin
public,community,andeconomiclife(p.60).Dailylifeproblemsareincreasinglyemphasized
inrecentmathematicscurriculainvariouscountriesaroundtheworld(SingerandMoscovici,
2008,p.1616).Exploringreality,moveslearningfromteacherdriven,toresearchdriven,where
thestudentisgiventhepowertopersonalize.

KNOWLEDGEANDBELIEF

Whydowestudymathematics?

Realityplaysaninstrumentalroleinthewaythatweconstructknowledgeandunderstandthe
worldaroundus.Voithofer(2005)observes,wechangetheworldbychangingthewaywe
makeitvisible,drawingourattentiontothefactthatitisnotjustthematerialbeingcreatedbut
alsothewayinwhichthematerialispresentedandaccessed(p.3).Mathematicsoffersaunique
approachtovisualizingandcreatingmeaningfromtheworldaroundus.Mathematicschallenges
ustoviewtheworldinadifferentwaythroughtheuseofnumbersandconcepts.FromGalileo
toEinstein,theworldiseffectivelyconstructedtosupportcreationofconnectionsthrough
mathematicsandourreality.
Theinstructionofmathematicshastraditionallybeentransmittedthroughthedeliveryof
instructionsbyteachers.AsFosnot(2013)outlines,moststudentsinmathematicsclassrooms
[donot]seemathematicsascreativebutinsteadassomethingtobeexplainedbytheirteacher,
thenpracticedandapplied(57%).Constructivistpedagogieschallengethetraditionaldelivery

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ofmathematicstoencompassamoreholisticapproach.Fosnot(2013)statesthatmathematicians
engagequitedifferently:theymakemeaningintheirworldbysettingupquantifiableand
spatialrelationships,bynoticingpatternsandtransformations,byprovingthemas
generalizations,andbysearchingforelegantsolutions(58%).Ifweofferourstudents
opportunitiestoengageintheexplorationofconceptsasmathematicianswould,weareoffering
themachancetobecreativeandbuildrealrelationships,astheycommunicatetheirlearning
withothers.
Wewanttoofferourstudentsachancetoinvestigategroundedwithinacontext,inorder
togeneratemathematizingmoments(Fosnot,2013,57%).Tomeetthestudentscognitiveneeds,
wemustbridgeconceptualknowledgetoapplicationofsuchknowledge(Pritchard,2014).Piaget
exploredthisasthemappingofactionsandconceptualoperationsthathadprovenreliablein
theknowingsubjectsexperience(vonGlasersfeld,2005,p.3).Thisiscriticalasweaimto
satisfystudentsinformationgap,orrathercuriosity,throughtheexplorationoftopicsandhow
mathematicscansupporttheirunderstandingandfurtherdevelopmentinthefield(Arnone,etal.,
2011).Supportingstudentsinteresthelpstofosteranactivecommunityoflearnersastheyare
intrinsicallymotivatedandengagedwiththematerialasitisdevelopedthroughzonesof
proximaldevelopment.Thisinquirybasedapproachtoinstructionsupports,asSingerand
Moscovici(2008)exploreanenhancementofqualityofstudentachievement(p.1633).
Byofferingconcreteopportunitiestoinquire,weareensuringthatstudentsdonotaccess
knowledgeassimplyamatterofluck(Pritchard,2010,p.7).Rather,itcreatesanauthentic
explorationandengagementofexperiences.Thisvaluesstudentsexperiencesinlifeandlearning
intheirownindividualwayanditshapesweunderstandbeyondtheconfinesofourmind(von
Glasersfeld,2005,p.201).

LEARNINGISSITUATED

Howcanthestudyofmathematicsoffersituatedlearningexperiencesforstudents?

Constructivismshiftsourfocusfromoverarchingsubjectareastoinherentlyplacingthe
responsibilityofknowledgeacquisitionintothehandsofthelearner.ThisisillustratedinGeorge
Formanschapter(12)inFosnot(2013)throughhisemphasisoncollaborationmindsetof

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constructingknowledgeasacollective(66%).Constructivisttheoryallowsforcrosscurricular
connections.Thisallowsforgrowthanddevelopment,throughsituatedlearningopportunities.
Cobb(2005)explains,theconceptthatlearnersactivelyconstructtheirknowledgeasthey
interactwiththeworldisinterconnectedwiththeconceptthatlearningissociallyandculturally
situated(Chapter3).Learningissituatedthroughinterconnectedrelationshipswithself,peers,
andcontent.Therefore,providingstudentsmultipleentrypoints,valuesandacknowledgestheir
experiences.

ELICITINGPRIORKNOWLEDGE

Whatistheimportanceofcreatingconnectionswithpreviouslyheldknowledgeandskills?

Constructivistpedagogiessupportstudentlearningthroughopportunitiestocreateacommunity
oflearners.Thisblendingofeducationandstudentcuriosityistappingintoamoreholisticway
oflearningonethatcaterstothesocialandacademicself,whilecreatingamorepersonalized
andfocusedexperience.RennieandMason(2008)explorethisstatingthatstudentsactively
engageintheconstructionoftheirexperience,ratherthanpassivelyabsorbingexistingcontent
(p.45).Inordertopromotestudentengagementandparticipation,itisnecessarythatasteachers
weareabletoelicitpriorknowledgeinordertoscaffoldandpreparemeaningfulcontent.
Withoutprovidingopportunitiestoelicitpriorknowledge,studentslackinterestandabilityto
connectinformationtoselfwhichisfundamentalinordertocreatemeaning.Preliminary
knowledgeasexploredbyBarnes(Sunal,n.d.),iselicitedthroughdiscussions,mindmaps,
visuals,andreflectiononconnectionsstudentscreatewithinthegivencontext.
AsPiagetstatedin1977,themindisneverablankslate.Evenatbirth,infantshave
organizedpatternsofbehaviourorschemes,forlearningandunderstandingtheworld(Fosnot,
2013,59%).Whenweaskstudentstoaccesspriorknowledgeinordertoseekoutpatternsthat
theyseeinrelationtoconceptsathand,weareallowingthemtoconstructanddevelopnew
schemestoexplainwhattheyareexperiencing.LutzandHuitt(2003)supportthisintheir
descriptionofknowledge,stating,[]knowledgeunitsarenotsimplystoredandthenleft
alone,butthattheyareretained,manipulated,andchangedasnewknowledgeisacquired(p.2).

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CREATINGCOGNITIVEDISSONANCE

Howdoesrealityaffectourabilitytolearnandtoengagewithconcepts?

Cognitivedissonanceisunderstoodtobethetensionbetweeninformationandideas.Merriam
Websterdescribesthistobethepsychologicalconflictresultingfromincongruousbeliefsand
attitudesheldsimultaneously(cognitivedissonance,n).Thisjuxtapositionofcomfortand
challengestrengthensstudentsunderstandingofcontentarea.Althoughincreasingininterestfor
many,itisessentialthatwelearntodifferentiateforstudentstoeffectivelysupportstudent
developmentofcontent.Creatingaframeworkusingopenendedquestionstoexploreoffersan
environmentwherestudentsareactiveparticipantscompellingthemtoengagethroughtheir
discomfortandtakerisks,venturingforwardastheydevelopapersonalizedunderstanding.
Capitalizingontheirexperiencesfromdrawingontheirrepertoireofmathematicalconceptsand
theirunderstandingofreality,studentscreativelyexplorecognitivedissonanceastheynavigate
throughcollaborative,participatoryandindividualexercises.
Realityaffectsourabilitytolearninavarietyofways.Frominstrumentalvalueto
experientialknowledgeweattempttocometounderstandtruebeliefdependingonthewaywe
choosetoengage(Pritchard,2014).Studentsmustfirstofallplayanactiveroleinselectingand
definingtheactivities,whichmustbebothchallengingandintrinsicallymotivating(Fosnot,
2005,32%).
Elicitingpriorknowledgeisfundamentalinengagingandparticipatinginactivities
ofcognitivedissonance.ShalniGulati(2008)describespedagogythroughtheeyesofBruner
(1999)asasciencethatinvolvesbecomingawareofthedifferentlearningstrategiesandhow,
forwhom,andwhentoapplythesestrategies(p.183).Theroleoftheteacherremainsto
incorporatetheseelementsthroughfacilitatingexperiences.Robertson(2008)identifiesthatitis
essentialthatstudentsinternalize[...]theexactfitbetweenthecurriculum[andinquiry]to
supporttheirgrowthanddevelopment(p.58).Ultimately,wewanttocreate
thegreatest
opportunitiesforstudentstolearn,regardlessofthetechniquesused(Baviskar2009,p.542).

REFLECTIVEPRACTICE

Howcanreflectionhelpustoorganizeourbeliefs?

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Reflectionisanessentialinourconstructionofknowledge(Moon,2001).Creatinglinkages
betweenexistinginformationandnewknowledge,affordsustheopportunitytocreatedeep
reflectioninawaythatsupportscognitivedevelopment(Moon,2001,p.5).Knowledgeisnot
intendedtobeacquiredinisolation,ratheritismeanttohelpdesignourthinkingaswe
manipulate,reviseandapplyittoavarietyofnewenvironments(Lutz&Huitt,2003,p.2,
Cambridge,n.d.,p.7).Vygotskysconstructivisttheorycallsforstudentstobeactive
participantsintheirconstructionofknowledgeinordertodrawthoughtfulandmeaningful
information(Schneuwly,2008).Thisprocessallowsstudentstonotonlyrecalltheinformation
learnedbutalsotocometounderstandhowithaschangedtheirunderstanding.
VonGlasersfeld(2008)explains,Toseeitandgainsatisfactionfromit[constructionof
knowledge],onemustreflectononesownconstructsandthewayinwhichonehasputthem
together(p.48).Throughouttheunit,studentsarechallengedtoreflectontheirownworkas
wellasthatoftheirpeers.Reflectionhelpsustoorganizeourbeliefsaswecreateopportunities
tovisualize,throughpersonalandpeerfeedback,andwithincollaborativeenvironments.
AsexploredinKnowledgeandConstructivism(A1,Hall,2016),VonGlasersfeld(2008)
impliesthatthereislessvalueintruthsandfacts.Rather,thevaluelieswithintheprocessto
learntoconstruct,reflectandevaluateideasinrelationtooursurroundings.Thenonlinear
approachthatconstructivismallowsaffordsstudentstheopportunitiestofullyinteract,generate
connectionsandcreateindividualizedlearningthroughtheparticipatorycultureneededto
engageinciviclife(Fosnot,2013,5%,vonGlasersfeld,2008,Siegel,2012,NewLondonGroup,
1996).Knowledgecannotbetransferredbutrather,mustbeconstructed.

CREATINGACOMMUNITYOFPARTICIPATIONTHROUGHCONSTRUCTIVIST
PRACTICESINMATHEMATICS

Constructivismrequiresstudentstobeactiveparticipantsinthepursuitofinformation.It
encouragesthecreationofknowledgethroughcollaboration,informationbuilding,reflectionand
inquiry.
MarjorieSiegel(2012)states,

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Studentswillneedtobecomedesignersofmeaningwithfacilityinthefullrangeof
designelementsormodesofmeaningmakingincludingvisual,audio,gestural,spatial
andmultimodalmeaningsinordertosuccessfullynavigatethediversitiesoftexts,
practices,andsocialrelationsthatarepartofworkinglives,publiclivesandpersonal
livesinnewtimes,furtherextendingtheneedforparticipationformeaningfuland
practicallearning(p.672).

Barnesfinalstagerequiresstudentstopubliclypresenttheirfindingswithoneanother,
inordertoleadthegrouptowardsfurtherdiscussionanddebate(Sunal,n.d.).Byoffering
studentsachancetoengageonlinethroughwebquestexplorations,inpublicforumssuchas
mathematicalcongressesandthroughgallerywalks,weprovideopportunitiesforthemtolearn
fromeachotherandthroughtheirsharedexperiences.Constructivistpedagogiesemphasizethe
importanceofcollaborationinordertosupportlearningasawhole.Dooly(2008)states,this
mayincludestudentsteachingoneanother,studentsteachingtheteacher,andofcoursethe
teacherteachingthestudents,too.Moreimportantly,itmeansthatstudentsareresponsiblefor
oneanotherslearningaswellastheirownandthatreachingthegoalimpliesthatthestudents
havehelpedeachothertounderstandandlearn(Dooly,2008,p.1).

Constructivistteachingpracticeshelpstudentstogainabetterunderstandingoftheir
knowledgeandtobuildfrompreviousexperiences,allthewhileexpandingtheirglobal
understandingoftheirsurroundings(Pritchard,2014,p.59).Whenstudentsareofferedachance
tomathematizetheirownideas,throughconstructivistapproachestoeducation,theywillcome
toseemathematicsasthelivingdisciplineitis,withthemselvesapartofacreative,constructive
mathematicalcommunity,hardatwork(Fosnot,2013,60%).Baviskaretal.(2009)statethe
importanceofaconstructivistlessonas,onethatisdesignedandimplementedinawaythat
createsthegreatestopportunitiesforstudentstolearn,regardlessofthetechniquesused(p.
542).

CONCLUDINGREMARKSONMATHEMATICALCONCEPTS

Mathematics,andeducationasawhole,extendsbeyondtheconfinesofthefourwallstowhich
academiclearningoccurs.Tosupportstudentdevelopmentofconcepts,wemustcreate

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connectionstosupportrealworldopportunitiesthatallowmathematicstoextendfrom
theoreticaltopracticalapplication.Thisisreinforcedasstudentsareencouragedtoperceive
knowledgeastheyseefitinordertosupporttheirlearning(Pritchard,2014,p.59).Thisisan
importanttaskasstudentsareencouragedtorevisitandconstructmeaningfromthecontent
beingfacilitated,asphilosopherW.V.O.Quinestates,nostatementisimmunetorevision
(Pritchard,2014,p.35).Studentsarenotonlyrequiredtomastertheirunderstandingbutcometo
questionandrevisitthetruthstheyvecometounderstand.
Constructivismisnotamethodorateachingmodel,butitisaphilosophythatcan
contributetocritiquingandproblematisingofexistingandemergingeducationalpractices
(Larochelle&Bednarz,1998).Mathematizationofconceptsbringslearningtolife.Fosnot
(2013)explainsthatanengagement,aconversation,aquestarerequiredifthestudentisto
makesuchworksobjectsofhis/herexperience,ifhe/sheistoachievethemasmeaningfulin
somemannerthatconnectswithhis/herlife(36%).
Thishighlightstheneedtoinclude
collaboration,communicationandinquiryintoourconstructivistmathlessonstofosterstudent
developmenttoitsgreatestpotential.

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