id: 05878629
dt: j
an: 2011c.00184
au: Fast, Gerald R.; Hankes, Judith E.
ti: Intentional integration of mathematics content instruction with
constructivist pedagogy in elementary mathematics education.
so: Sch. Sci. Math. 110, No. 7, 330-340 (2010).
py: 2010
pu: Wiley (Wiley-Blackwell), Hoboken, NJ; School Science and Mathematics
Association (SSMA), Stillwater, OK
la: EN
cc: B50 C70 C30
ut: constructivism; education courses; teaching methods; pretests posttests;
experimental groups; control groups; integrated curriculum;
instructional effectiveness; instructional innovation; pedagogical
content knowledge; knowledge base for teaching; teacher education
programs; intention
ci:
li: doi:10.1111/j.1949-8594.2010.00043.x
ab: Summary: The purpose of the research was to improve the effectiveness of
instruction in constructivist pedagogy in a college elementary
mathematics education course through intentional integration of
instruction in mathematics content. Instructors of this course
previously used examples involving mathematics content on an ad hoc
basis in an attempt to illuminate desirable constructivist pedagogy but
discovered that they were ineffective because students experienced
difficulty with the mathematics content itself. An instrument was
created to assess studentsâ€™ mathematics content knowledge required to
understand these examples. Based on the outcome of the assessment,
intentional instruction of mathematics content using anchoring examples
was integrated with pedagogical instruction. Results showed significant
improvement in mathematics content knowledge and confidence in that
knowledge with a better understanding of constructivist pedagogy.
(Contains 2 tables snd 2 notes.) (ERIC)
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