Concretizing the Abstract: Constructivist Approach in Teaching

Abstract Algebra to Undergraduate Students in Mathematics

A Topic Paper Submitted to:

The Topic Proposal Committee
Faculty of Education
University of the Philippines Open University

By:
Erlyn M. Geronimo

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Background of the Study

Abstract Algebra, as the course title suggests, is something most undergraduate

(even graduate) students find ‘abstract’. By ‘abstract’, they usually mean something
difficult to understand, something that entails deeper understanding, something that
challenges one’s way of thinking.

Likewise, teaching abstract algebra has been a challenging task for teachers handling
the course. There is this challenge to make it less abstract and more concrete, more
comprehensible by students, and at the same time more enjoyable.

Since Abstract Algebra is normally taught in the Senior Year, it also works on the
idea that most preliminary concepts there such as sets, relations, mappings, matrices,
complex numbers, permutations, mathematical proofs, operations in modulo 𝑛, and
properties of real numbers, have already been discussed in some courses taken
during their lower years. Hence, the course simply builds on concepts that were
supposed to have been established already.

However, recall of the necessary prerequisite concepts and skills seems to be a not-
that-easy task for teachers and students making the succeeding topics more difficult
to grasp.

In this light, some teachers may take on the possibility on building new concepts
from pre-existing ones using the constructivist approach. The goal here will be to
come up with right pedagogical approach so that better assimilation of new
knowledge can take place and longer retention of the concepts can be evident on the
assessment tasks that will also be given.

What will then be the effect of using the constructivist approach in coming up with
the right pedagogy in teaching and learning abstract algebra? When do we say if it
is effective or not?

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Statement of the Problem

This study aims to address the following questions:

1. How can constructivist approach be used in teaching abstract algebra to

undergraduate students majoring in Mathematics?

2. How does the use of constructivist approach in teaching abstract algebra affect
the level of motivation and engagement of students?

3. How does constructivist approach in teaching abstract algebra improve the

academic performance of undergraduate mathematics students?

4. How does constructivist approach in teaching abstract algebra affect the

perception of students toward the said course?

Significance of the Study

Scope and Delimitation of the Study

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Conceptual Framework

Academic Performance
Students in Abstract
Use of Constructivist Level of Students’
Algebra
Approach in Teaching Motivation and Engagement
Abstract Algebra to in Abstract Algebra
Undergraduate Perception of Students
Mathematics Students towards Abstract
Algebra

Research Hypotheses

Definition of Terms

Research Design

The Sample

The Instruments

Data Collection Procedure

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Data Analysis Procedure

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