| The purpose of this study was to investigate what happens when an elementary teacher interprets and implements her own definition of "constructivist teaching." Constructivist learning theory has provided a basis for recent reform efforts by the National Council of Teachers of Mathematics. Constructivist learning theory has the potential to be a basis for mathematics teaching. However, there is not presently any specific model demonstrating this theory in practice. This investigation describes one model.;In order to study the teaching and learning of this fourth-grade class, the researcher used qualitative research methods to collect and analyze data. The researcher took field notes, and audiotaped or videotaped this class for 4 1/2 months. The researcher conducted several informal interviews and six formal interviews of the teacher. In addition, the teacher's plan book, resource materials, children's work, and other artifacts were examined.;Data analysis revealed several conclusions: (1) A teacher's conception of mathematics influences every aspect of the teacher's teaching--decisions about instruction, plans for instruction, assessment of students, and interaction in the classroom. (2) An elementary teacher can teach using constructivist learning principles, develop a personal teaching model of strategies, and implement these strategies. (3) Using constructivist learning strategies, a teacher can create a learning environment in which students become excited about mathematics and gain confidence in their thinking. (4) By learning to construct their own knowledge, students gain mathematical power and become mathematical thinkers.;This study presents detailed information about 10 instructional strategies that a fourth-grade teacher uses to implement a constructivist approach to teaching and learning. It also documents information about the teacher's thinking and decision making during instructional practice. While describing the classroom teaching, the researcher shows how one teacher negotiates with students to find and adapt activities for students to construct mathematical knowledge. Data show interactions between teacher and students that affect learning opportunities for students. In excerpts from interviews, the teacher discusses the dilemmas and struggles encountered when using constructivist learning principles to guide teaching and learning. |
