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Beatriz S. D'ambrosio - One of the best experts on this subject based on the ideXlab platform.

  • Toward a Working Model of Constructivist Teaching: A Reaction to Simon
    Journal for Research in Mathematics Education, 1995
    Co-Authors: Leslie P. Steffe, Beatriz S. D'ambrosio
    Abstract:

    We start this discussion of the article by Martin A. Simon with two major conjectures that we will try to substantiate. The first is that there is a kind of Teaching that can legitimately be called “Constructivist Teaching.” The second is that Simon's model of Teaching his prospective elementary school teachers, if modified, would fit our understanding of Constructivist Teaching, even though his basic premise is that constructivism does not tell us how to teach mathematics (Simon, 1995).

  • Toward a Working Model of Constructivist Teaching: A Reaction to Simon.
    Journal for Research in Mathematics Education, 1995
    Co-Authors: Leslie P. Steffe, Beatriz S. D'ambrosio
    Abstract:

    We start this discussion of the article by Martin A. Simon with two major conjectures that we will try to substantiate. The first is that there is a kind of Teaching that can legitimately be called "Constructivist Teaching." The second is that Simon's model of Teaching his prospective elementary school teachers, if modified, would fit our understanding of Constructivist Teaching, even though his basic premise is that constructivism does not tell us how to teach mathematics (Simon, 1995). The issue concerning whether constructivism tells us how to teach mathematics resides in how constructivism is understood. One way to understand constructivism is in terms of basic tenets like "knowledge is not passively received but is actively built up by the cognizing subject," and "the function of cognition is adaptive and serves in the organization of the experiential world rather than in the discovery of ontological reality" (von Glasersfeld, 1989, p. 162). These basic tenets are orienting, but as indicated by Simon, they do not stipulate a particular model of Teaching mathematics. Neither do they tell us how to do family therapy or how to provide psychiatric counseling. People who engage in these types of human activities, however, can use the basic tenets of constructivism in building models of the realities of those with whom they interact. If a teacher formulates a model of children's mathematical knowledge, including its construction, we claim that the model is an important part of the teacher's understanding of constructivism. Similarly, if the teacher formulates a model of how she makes sense of children's mathematical knowledge, including its construction, this would be a Constructivist model of Teaching. It, too, would be an important part of the teacher' s meaning for constructivism. Regarding the teacher as a learner in the activity of Teaching is essential in our understanding of Constructivist Teaching, and it is a basic aspect of Simon's model of Teaching as well.

Lawrence A. Beard - One of the best experts on this subject based on the ideXlab platform.

  • Using Constructivist Teaching Strategies to Enhance Academic Outcomes of Students with Special Needs
    Universal Journal of Educational Research, 2016
    Co-Authors: Joseph P. Akpan, Lawrence A. Beard
    Abstract:

    Over the past decades many Teaching strategies have been proposed by various educators to improve education of all students including students with special needs. No single one of these proposed Teaching strategies meets the needs of all students. The new Every Student Succeeds Act, successor to No Child Left behind Law, which transfers oversight from federal level back to states, could be a benefactor for constructivism and special education. Educators are also optimistic that the new Every Student Succeeds Act will be better for vulnerable students in special education because it will introduce more flexibility in how individual states carry out evaluation of students and teachers. In addition, it will provide more flexibility on testing and adapt the curriculum to student's needs. It would further reduce time and energy for students preparing for standardized tests or statewide exams. It will also end "Adequate Yearly Progress"-a measure that required schools to show test score gains. Constructivist Teaching philosophy is all about accepting student autonomy where student thinking drives the lessons, where dialogue, inquiry, and puzzlement are valued and assessing student learning is in the context of Teaching. It helps teachers to draw on new ideas as they make decisions about which Teaching techniques are most appropriate for all students to learn. Now is the time to revisit the great debate of constructivism versus teacher-centered instruction and special education. Time has come to effectively explore our educational system and examine the core unit of the whole enterprise, the textbook, the classroom, a setting that is often dominated by teacher talk and students listen.

Leslie P. Steffe - One of the best experts on this subject based on the ideXlab platform.

  • Toward a Working Model of Constructivist Teaching: A Reaction to Simon
    Journal for Research in Mathematics Education, 1995
    Co-Authors: Leslie P. Steffe, Beatriz S. D'ambrosio
    Abstract:

    We start this discussion of the article by Martin A. Simon with two major conjectures that we will try to substantiate. The first is that there is a kind of Teaching that can legitimately be called “Constructivist Teaching.” The second is that Simon's model of Teaching his prospective elementary school teachers, if modified, would fit our understanding of Constructivist Teaching, even though his basic premise is that constructivism does not tell us how to teach mathematics (Simon, 1995).

  • Toward a Working Model of Constructivist Teaching: A Reaction to Simon.
    Journal for Research in Mathematics Education, 1995
    Co-Authors: Leslie P. Steffe, Beatriz S. D'ambrosio
    Abstract:

    We start this discussion of the article by Martin A. Simon with two major conjectures that we will try to substantiate. The first is that there is a kind of Teaching that can legitimately be called "Constructivist Teaching." The second is that Simon's model of Teaching his prospective elementary school teachers, if modified, would fit our understanding of Constructivist Teaching, even though his basic premise is that constructivism does not tell us how to teach mathematics (Simon, 1995). The issue concerning whether constructivism tells us how to teach mathematics resides in how constructivism is understood. One way to understand constructivism is in terms of basic tenets like "knowledge is not passively received but is actively built up by the cognizing subject," and "the function of cognition is adaptive and serves in the organization of the experiential world rather than in the discovery of ontological reality" (von Glasersfeld, 1989, p. 162). These basic tenets are orienting, but as indicated by Simon, they do not stipulate a particular model of Teaching mathematics. Neither do they tell us how to do family therapy or how to provide psychiatric counseling. People who engage in these types of human activities, however, can use the basic tenets of constructivism in building models of the realities of those with whom they interact. If a teacher formulates a model of children's mathematical knowledge, including its construction, we claim that the model is an important part of the teacher's understanding of constructivism. Similarly, if the teacher formulates a model of how she makes sense of children's mathematical knowledge, including its construction, this would be a Constructivist model of Teaching. It, too, would be an important part of the teacher' s meaning for constructivism. Regarding the teacher as a learner in the activity of Teaching is essential in our understanding of Constructivist Teaching, and it is a basic aspect of Simon's model of Teaching as well.

Joseph P. Akpan - One of the best experts on this subject based on the ideXlab platform.

  • Using Constructivist Teaching Strategies to Enhance Academic Outcomes of Students with Special Needs
    Universal Journal of Educational Research, 2016
    Co-Authors: Joseph P. Akpan, Lawrence A. Beard
    Abstract:

    Over the past decades many Teaching strategies have been proposed by various educators to improve education of all students including students with special needs. No single one of these proposed Teaching strategies meets the needs of all students. The new Every Student Succeeds Act, successor to No Child Left behind Law, which transfers oversight from federal level back to states, could be a benefactor for constructivism and special education. Educators are also optimistic that the new Every Student Succeeds Act will be better for vulnerable students in special education because it will introduce more flexibility in how individual states carry out evaluation of students and teachers. In addition, it will provide more flexibility on testing and adapt the curriculum to student's needs. It would further reduce time and energy for students preparing for standardized tests or statewide exams. It will also end "Adequate Yearly Progress"-a measure that required schools to show test score gains. Constructivist Teaching philosophy is all about accepting student autonomy where student thinking drives the lessons, where dialogue, inquiry, and puzzlement are valued and assessing student learning is in the context of Teaching. It helps teachers to draw on new ideas as they make decisions about which Teaching techniques are most appropriate for all students to learn. Now is the time to revisit the great debate of constructivism versus teacher-centered instruction and special education. Time has come to effectively explore our educational system and examine the core unit of the whole enterprise, the textbook, the classroom, a setting that is often dominated by teacher talk and students listen.

Catherine Twomey Fosnot - One of the best experts on this subject based on the ideXlab platform.