The Cognitive-constructivist Model of Teaching Mathematics in the First Education Cycle

Authors

Keywords:

primary school, first educational cycle, syllabus, teaching mathematics, cognitive-constructivist model of teaching, active methods of work, knowledge, motivation

Abstract

The paper presents a theoretically designed cognitive-constructivist model of teaching mathematics in the first education cycle of primary school, along with its practical application. Constructivist theories of knowledge are based on the assumption that individuals shape their knowledge with their own construction of the latter, with problem-solving learning that is discovery-oriented, linked with everyday life, case-based, internally motivated and social. In the empirical part of the research, the application of the cognitive-constructivist model of teaching mathematics in the first educational cycle of primary school was evaluated using the experimental method of educational research in school practice. Based on the analysis of the obtained research outcomes, we find that higher quality knowledge can be expected from students if they were actively involved in the acquisition of knowledge. Students who received mathematics teaching according to the cognitive-constructivist model performed significantly better in solving mathematical tasks in all areas of mathematics than students who received traditional teaching methods.

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Published

2020-07-10

How to Cite

Kozel, L., Cotič, M., & Žakelj, A. (2020). The Cognitive-constructivist Model of Teaching Mathematics in the First Education Cycle. Didactica Slovenica, 35(2), 3–22. Retrieved from https://www.dspo.si/index.php/dspo/article/view/18

Issue

Vol. 35 No. 2 (2020)

Section

Prispevki

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Copyright (c) 2023 Lea Kozel, Mara Cotič, Amalija Žakelj

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