A Constructivist Computational Platform to Support Mathematics Education in Elementary School

Autor/inn/en	Garcia, I.; Pacheco, C.
Titel	A Constructivist Computational Platform to Support Mathematics Education in Elementary School
Quelle	In: Computers & Education, 66 (2013), S.25-39 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2013.02.004
Schlagwörter	Foreign Countries; Elementary School Students; Constructivism (Learning); Mathematics Education; Mathematics Instruction; Cooperative Learning; Discussion; Problem Solving; Grade 3; Conventional Instruction; Student Motivation; Self Efficacy; Educational Technology; Computer Simulation; Simulated Environment; Computer Assisted Instruction; Technology Integration; Instructional Effectiveness; Case Studies; Interviews; Questionnaires; Student Attitudes; Mexico + Suchen Sie Ihr Suchwort? Ausland; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Kooperatives Lernen; Diskussion; Problemlösen; School year 03; 3. Schuljahr; Schuljahr 03; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Unterrichtsmedien; Computergrafik; Computersimulation; Künstliche Umwelt; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Fragebogen; Schülerverhalten; Mexiko
Abstract	Many courses for elementary school are based upon teacher presentation and explanation of basic topics, rather than allowing students to develop their own knowledge. This traditional model may turn elementary-level lessons into an extremely theoretical, boring and non-effective process. In this context, research in mathematics elementary education in Mexico indicates the need to analyze alternative pedagogic practices and to find different ways to make mathematics education in early ages less difficult and more attractive. Constructivist theory can provide an alternative for developing pedagogic proposals. The objectives of this research were: (1) develop a computational platform to support the traditional Mexican method of education with practical mathematics problems simulated as part of the daily world environment and to increase the level of students' social involvement through direct collaboration, and (2) analyze how this computational tool affects student motivation, collaboration and discussion. An exploratory case study concerning dimensions of mathematics problem-solving using computer simulations was conducted with 6-8 year old elementary school children. After a theoretical class the children were involved in solving a series of verbal problems, using our computational platform. Sixty third-grade children participated in this case study and data were collected from their responses to questions and interviews in order to explore attitudes toward learning mathematics and assess self-efficacy in this area. The results obtained in this research indicate that the integration of computational tools into conventional method courses provides elements to improve student motivation, collaboration and discussion based on their own exploratory experiences. These results can assist other education programs to incorporate positive attitudes and their own knowledge creation from a constructivist approach using technology. (Contains 4 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10