Constructivism in Early Childhood Mathematics

The study investigated kindergarten to year three (K-3) teachers conceptions of a constructivist approach to teaching and learning mathematics. It focused on three aims. The first aim was to investigate kindergarten to year three teachers understandings of a constructivist approach to teaching and learning mathematics; the second, to identify methods K-3 teachers use to apply the approach in their mathematics classes and the third to determine whether the teachers understandings of a constructivist approach influence their practice. Literature showed that teachers conceptions or beliefs about a theory tend to influence their practice. The researcher undertook a field study to investigate the research problem. The study found that most K-3 teachers in the Newcastle Area of New South Wales have both a theoretical and practical knowledge of a constructivist approach which in turn influences their teaching.

Autorentext

Rose Mugweni is a specialist Early Childhood Development (ECD) lecturer at Great Zimbabwe University. She holds a Masters Degree in Early Childhood Education (ECE) from the University of New Castle (Australia). Her research interests are in ECD issues, Education Policy studies and Gender issues.

Klappentext

The study investigated kindergarten to year three (K-3) teachers' conceptions of a constructivist approach to teaching and learning mathematics. It focused on three aims. The first aim was to investigate kindergarten to year three teachers' understandings of a constructivist approach to teaching and learning mathematics; the second, to identify methods K-3 teachers use to apply the approach in their mathematics classes and the third to determine whether the teachers' understandings of a constructivist approach influence their practice. Literature showed that teachers' conceptions or beliefs about a theory tend to influence their practice. The researcher undertook a field study to investigate the research problem. The study found that most K-3 teachers in the Newcastle Area of New South Wales have both a theoretical and practical knowledge of a constructivist approach which in turn influences their teaching.