El impacto del paradigma constructivista en la enseñanza de matemáticas

Abstract

The constructivist paradigm offers important implications to educators about the teaching and learning of mathematics. The curricular reforms in the mathematics classroom, in its majority, emerge from constructivist principles. This article reviews the stitches clone on the teaching and learning of mathematics in constructivist classrooms to determine if the educational practices used in the mathematics class are fundamented in the principles of the constructivist theory. The educcitional practices that predominated in these studies were: cooperative learning, use of manipulatives, using problem-solving, active participation and the art of making questions, so the students and teachers reflect about their behavior in the classroom. These strategies are part of the techniques that the constructivist educators recommend to be used in order to facilitate in their students the construction of their own learning. Other important strategies in the development of knowledge are: metacognition, cognitive development and emphasis on the development of concepts, which were not used with the same intensity. However, we cannot conclude from these studies that the students were in valved in all the phases that require the construction of knowledge front the usage of these techniques and strategies in the teaching and learning process used during the studies.