Building a constructivist social learning environment through talk in the mathematics classroom

Authors

  • Esin Acar Adnan Menderes University Faculty of Education
  • Ayşen Yılmaz Adnan Menderes University Faculty of Education

Keywords:

Talk in math learning, Group discussion in math learning, Constructivist learning environment, Small group work, Elementary math

Abstract

This study aimed to create a constructivist learning environment wherein third grade students talk to problem solve, which is different from traditional approaches to math learning. The study focused on the group talk and discussions to understand the students’ actions and interactions during the process of problem solving. Fifteen students and their teacher participated in the study, which was conducted within a collaborative action study design. Different types of problems were constructed including addition, subtraction, multiplication and division. Students were divided into four groups and observed for four weeks as they solved the different types of problems through group discussion. In the study, it was observed that the students who took leadership roles in the groups during the problem solving activities lead discussions. Additionally, the study found that the students, who could not solve the problems individually, were able to contribute more to the problem solving activity in the group works.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biographies

Esin Acar, Adnan Menderes University Faculty of Education

Department of Elementary Education 

Ayşen Yılmaz, Adnan Menderes University Faculty of Education

Department of Elementary Education 

References

Adams, D.M. & Hamm, M.E. (1990). Cooperative Learning Critical Thinking and Collaboration Across the Curriculum. Charles C Thomas Publisher, Springfield, IL, USA.

Adams, D.M. & Hamm, M.E. with the collaboration of Drobnak, M & Lazar A (1996). Cooperative Learning–Critical Thinking and Collaboration Across the Curriculum-Second Edition, Charles C Thomas. Publisher, Springfield, IL, USA. P.119.

Berliner, D. C. & Calfee, R. C. (1996). The informal curriculum. Handbook of Educational Psychology, pp. 622-673. Routledge, Taylor & Francis Group.

Bligh, D. A. (1986). Developing Skills for Small Group Work. Chapter 6. In (Ed.) Donald Bligh, Teach Thinking by Discussion. Published by SRHE & NFER-NELSON At the University, Guildford, Surrey GU2 5XH. pp.19-25.

Blumenfeld, P. C., Marx, R. W., Soloway, E. & Krajcik, J. ( 1996). Learning with peers: From small group cooperation to collaborative communities, Educational Researcher, 25, 8, 37-40.

Cohen, E.G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Research, 64, 1, 1-35. Doi: 10.3102/00346543064001001

Cunningham, D. (2011) Improving Teaching with Collaborative Action Research. ASCD., Alexandra, VA, USA. pp. ix-195. (used p.3).

Emmer, E.T. & Gerwels, M.C. (2002). Cooperative learning in elementary classrooms: Teaching Practices and Lesson Characteristics. The Elementary School Journal, 103, 1, 75-91.

Fisher, D., Frey, N. & Rothenberg, C. (2008). Content-area conversations. How to plan discussion-based lessons for diverse language learners. Association for supervision and Curriculum Development (ASCD). Alexandria, VA, USA. pp. ix-174.

http://www.ascd.org/publications/books/108035/chapters/Why-Talk-Is-Important-in-Classrooms.aspx

Henning, J. E., Stone, J.M. & Kelly, J.L. (2009). Using Action Research to Improve Instruction: An Intearactive Guide for Teachers. New York: Routledge-Madison Ave, Taylor & Francis, pp. ix-203.

Jane, B. (2000). Let's go tinkering. In Classroom Connections practical activities for the primary classroom, Vermont, Victoria: Research Publications, April-June, pp. 140-16.

Jonassen, D. H. & Rohrer-Murphy, L. (1999). Activity theory as framework for designing constructivist learning environments. Educational Technology Research and Development, 47, I, pp. 61-79, ISSN 1042-1629.

Jonassen, D. H. (1999). Designing constructivist learning environments. In C.M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory, II, pp. 215-239. NJ: Lawrence Erlbaum Associates, Inc.

Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved electronically from: http://www.coe.uga.edu/epltt/SocialConstructivism.htm

Martin, L., Towers, J. & Pirie, S. (2006). Collective mathematical understanding as improvision, Mathematical Thinking and Learning, 8, 2, 149-183.

McRobbie, C. & Tobin, K. (1997). A social constructivist perspective on learning environments. International Journal of Science Education, 19, 2, 193-208.

Nelson, L. M. (1999). Collaborative problem solving. In C.M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory, II, pp. 241-269. NJ: Lawrence Erlbaum Associates, Inc.

Piggott, J. (1997). Developing good team-working skills. Available electronically at http://nrich.maths.org/6933

Rogoff, B. (1998). Cognition as a collaborative process. In W. Damon (Series Ed.), D.

Kuhn and R. S. Siegler (Ed.), Cognition, perception and language. Handbook of Child Psychology, Vol.2, (5th ed.), pp.679-744. New York: John Wiley.

Rubin, K. H., Bukowski, W. M. & Parker, J.G. (1998). Peer interactions, relationships, and groups. In Damon W. & Eisenberg N. (Ed.), Social emotional and personality development. Handbook of Child Pyschology: Vol. 3. (5th ed.), pp.619-700. New York: Wiley.

Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. In D. Grouws (Ed.), Handbook for Research on Mathematics Teaching and Learning, pp. 334-370. New York: MacMillan.

Slavin, R. E. (1987a). Cooperative learning: Where behavioral and humanistic approaches to classroom motivation meet. The Elementary School Journal, 88, 1, 29-37.

Slavin, R. E. (1987b). Developmental and motivational perspectives on cooperative learning: A reconciliation. Child Development, 58, 5, 1161-1167.

Wagner, R.H. & Arnold, C.C. (1965). The process. Chapter 5. (pp.68-89). Handbook of group discussion. Pp. 1-285.(2nd ed.) Boston, USA: Houghton Mifflin Company.

Weber, K., Maher, C., Powell, A. & Lee, H. S. (2008). Learning opportunities from group discussions: Warrants become the objects of debate. Educational Studies in Mathematics, 68, 3, 247-261.

Downloads

Published

2015-03-26

How to Cite

Acar, E., & Yılmaz, A. (2015). Building a constructivist social learning environment through talk in the mathematics classroom. Journal of Human Sciences, 12(1), 991–1015. Retrieved from https://j-humansciences.com/ojs/index.php/IJHS/article/view/3123

Issue

Section

Curriculum Development and Teaching-Learning in Education