Abstract

Once the constructivist philosophy is adopted day to day life in the classroom is profoundly and significantly altered for both teacher and students. This goes far beyond such superficial aspects such as the physical arrangement of workspace within the classroom, or heavy use of ‘manipulatives’ — two features which are most often noted by casual observers. With the constructivist adoption comes changes in some very foundational views of what constitutes knowledge itself. Even such basic notions as what an acceptable student product or the nature of the mathematics which is constructed should be must be carefully reexamined. Enabling in-service and pre-service teachers to successfully use technology within such classrooms is a major challenge for the teacher educator. The results of this study identify some factors which have proven to be helpful in this effort.

Citation

Connell, M.L. (1997). Technology in Constructivist Mathematics Classrooms. In J. Willis, J. Price, S. McNeil, B. Robin & D. Willis (Eds.), Proceedings of SITE 1997--Society for Information Technology & Teacher Education International Conference (pp. 601-604). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 14, 2024 from https://www.learntechlib.org/primary/p/47140/.