Paper folio one : Constructivism defined and implications for the classroom. Paper folio two : Constructivism in mathematics education as exemplified by the NCTM Standards. Paper folio three : Problem-solving in technology education as a model of constructivism

Power, Stephen Patrick (1997) Paper folio one : Constructivism defined and implications for the classroom. Paper folio two : Constructivism in mathematics education as exemplified by the NCTM Standards. Paper folio three : Problem-solving in technology education as a model of constructivism. Masters thesis, Memorial University of Newfoundland.

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Abstract

Paper Folio One: Constructivism Defined and Implications for the Classroom -- Paper folio one deals with the notions of constructivism as a theory of teaching and learning in education. The focus for the paper was to establish an historical perspective on the theory of constructivism, and several prominent constructivist authors are highlighted in that regard. Constructivism was a radical shift away from the older theories of behaviorism and positivism, and this shift was also explored. As well, constructivism was defined, and the implications that a theory such as constructivism has had and will have on practice are discussed. The implications that constructivism has on the classroom, including the teacher, student, and curriculum are explained. Also, as with any theory of education, their exists some criticisms of constructivism, which have to be considered as legitimate in light of the relative importance such a theory has been getting in the research literature over the past number of years. These criticisms have put added responsibility on our education system. Throughout the discussion of constructivism in this paper, a major focus will be to look at what this means for a classroom filled with children and a teacher, for the real significance of any theory lies in how it gets lived out in practice. -- Paper Folio Two: Constructivism in Mathematics Education as Exemplified by the NCTM Standards -- Paper folio two deals with the notions of constructivism as they apply to mathematics education. A brief history of the mathematical reform movements is given, culminating with the most recent Standards movement. Constructivism has emerged as the underlying theoretical basis of the Standards documents. The theory of constructivism from a mathematical perspective will be explored, but more importantly the implications that such a theory will have on the mathematics classroom will be highlighted. The impact of the standards have been dramatic, in particular on teacher education programs and research endeavours in the field of mathematics education. These impacts will be explored in this paper. Throughout the paper, the argument will be brought forward that amidst this ever- changing society we live in, mathematics education needs to be reformed, and the theory of constructivism can form the basis of that reform. The National Council of Teachers of Mathematics (NCTM) have recognized that need for reform and are well on the way to making it a reality in our mathematics education community. -- Paper Folio Three: Problem-Solving in Technology Education as a Model of Constructivism -- Probably the most dynamic field with our education system today is technology education. This is partly a reflection of the society we live in today, and partly because the field as it exists today is relatively new. The field does have a great deal to offer us, however, in our constant quest to improve the quality of education in our society. Paper folio three looks at technology education as a model for other reform efforts. The key ingredient in all these reform efforts is constructivism. The technology education field will be explored in general terms, but more specifically notions such as technological literacy, technological integration, technological standards, curriculum focus for technology education, and technology's support for reform efforts will be discussed. As well, the problem solving approaches used in technology education will form the basis of our discussion providing the link to constructivism. Constructivists practices, while not preached within the technology education field, certainly exist there, and the technological problem solving approaches are an example of those practices. While few would disagree that technology will play an important role in the future of our education system, the discipline of technology education itself has an uncertain future. The future of technology education as a distinct discipline lies in its ability to establish a strong theoretical basis for its practices. Constructivism could be that basis.

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