How Constructivism Can Help Teach Math Concepts

Constructivist Lesson Plan
According to a recent study, using constructivism in math classess demonstrates thay new any and all new concepts of math can be understood using prior knowledge (Cometto, 2008). The goal of constructivist learning is designed for the pupils to first acquire information and then develop an understanding, with the teacher’s assistance (Noll et al., 2008) Given the pupils' very own experiences they are able to learn new concepts and understand them in their own specific way (Akkaei, 2008).
The subsequent lesson program I've developed is actually dependent on the constructivist viewpoint and this is going to revolve around a math class on shapes. Using this particular lesson program, the pupils will be in a position to construct their very own understanding of various styles and shapes.
l encourage pupils to evaluate their capabilities and understanding (Akkawi, 2008). So the issue which will be answered in this specific lesson program is: What do I expect pupils to do, after teaching is finished. The issue is going to be responded using the Common Core Standards being used in State of New York.
Introduction
All of which is physical carries a shape or maybe a form which tends to make it what it is. And each shape differs from the other, whether it varies with its size, angles, width or length (Akkawi, 2008). Through shapes we're ready to explain conditions and set them in groups or perhaps under particular categories like triangles, squares, rectangles and so on…
Objectives:
Objective one: Recognize and identify unique shapes.
Objective two: Collect as well as save information.
Objective three: Make deductions centered on information collected.
Materials: Glue, Scissors, Rulers, White Cardboards, Colors, Colored A 6 papers, lego, paper and pen, a specific table for every team to focus on and a whiteboard for teacher's lectures.
Invitation
Today each team of 4 pupils, will construct their very own building or a home or a tower; and then explain how and why they made use of the various shapes and styles. This is going to be done by using Lego and replicated by utilizing other substances and white board.
Engagement
Show many different shapes with Lego to the students and then test them by directing them to choose the right shape that matched the building they constructed. Subsequently, I will ask them for techniques that will help them discover the connection between the Lego shapes and the building; and make use of the similarity to recreate that building. Constructing the Lego tower is going to be a team activity for all the students. After the Lego building is finished, the pupils will be separated into groups of four pupils and the subsequent “exploration” activity will be carried out.
Exploration
The math’s teacher is going to sketch on the whiteboard, different shapes and the names that the pupils can apply and subsequently:
- the students will be put to test and will be asked to place different shapes with their corresponding type; for instance: triangles, ?,?, ?
- the learners will be provided with various materials to construct their tower or building or home much like the one developed with Lego.
- the students then develop a paper (each group writes one paper) that describes the activity they just finished.
Explanation
Students will be asked to explain their learning advancements whilst constructing their individual building. Each team is going to turn their assignment in and then engage in an interactive inter-group discussion.
Actions: The instructor is going to explain the idea to the pupils about shapes. This explanation will not be centered on the group explanations submitted earlier. Subsequently, the pupils will provide their own personal explanation that they had developed in their specific groups earlier.
Lastly: The teacher will likely then conclude by informing the students: You've now comprehended the significance of shapes and the way they're distinct from each other. Moreover, you have also developed the ability to put together a building, be it a home or tower; you must have a mixture of shapes to produce that perfect spot for it to stand. Along with the variations in sizes, forms and angles, shapes are just as significant to produce our physical world.
Elaboration
- There are numerous different shapes, who could state several of them?
- Why do architectures or builders, use various shapes when constructing or developing their buildings?
Here the teacher will probe for an answer from each group
Evaluation
Each student will be given a card with shape co-ordinates. Pupils pair in groups and attempt to search for the correct shape. The teacher will have to ensure that the co-ordinates can be identified with the shapes but with some challenge as well.
Reflection
Strategizing for a constructivist class will be very fascinating still a little complicated because one would have to focus and concentrate on the pupil and how they are going to develop their personal knowledge of the lesson (Akkawi, 2008). Developing a topic along with a set of activities can be complicated because one would have to ensure that the explanation are understood by the pupils. Furthermore, the constructivist education program have a great deal of guidelines that have to be implemented to create a good lesson plan.
What made this particular lesson plan different is that concentration had been on the pupils and not the teacher or the training activities. More so, this particular lesson plan had been far more time intensive than a typical lesson, because a lot had to be taken into consideration. Lastly, the constructivist lesson plan could likely just be completed for specific lessons and not all lessons and subjects, because at-times the teacher has a lot of explaining to do before the lesson even starts.


References
Akkawi, Seema. Constructivist Lesson Plan. M-O-T. 2008. CMA. Access from: http://wwwedu-cma.blogspot.com/2008/05/sample-of-constructivist-lesson-plan.html?m=1
Cometto, Tomas. Implementing Constructivism in Mathematics Classrooms. 2008. Accessed from https://www.google.com.pk/url?sa=t&source=web&rct=j&url=https://sites.oxy.edu/ron/math/400/07/TomasCometto.ppt&ved=2ahUKEwipq7jrj4_YAhWKzaQKHVXEAmUQFjAAegQIBRAB&usg=AOvVaw04hLxjCmuv9gwypyV8hg12
Noll, James Wm; Elklind, David; Carson, Jamin. Clashing Views on Educational Issues. Fifteenth edition. New York: McGraw Hill, 2008