Building a Constructivist Social Learning Environment through Talk in the Mathematics Classroom

Autor/inn/en	Acar, Esin; Yilmaz, Aysen
Titel	Building a Constructivist Social Learning Environment through Talk in the Mathematics Classroom
Quelle	12 (2015) 1, S.991-1015 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-5134
Schlagwörter	Constructivism (Learning); Educational Environment; Classroom Communication; Mathematics Instruction; Problem Solving; Grade 3; Elementary School Students; Elementary School Mathematics; Mathematics Teachers; Elementary School Teachers; Subtraction; Addition; Division; Multiplication; Group Discussion + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Klassengespräch; Mathematics lessons; Mathematikunterricht; Problemlösen; School year 03; 3. Schuljahr; Schuljahr 03; Elementare Mathematik; Schulmathematik; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Subtraktion; Multiplikation; Gruppendiskussion
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. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01