Education of Primary School Mathematics (한국수학교육학회지시리즈C:초등수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
권호 표지
DOI QR코드

DOI QR Code

A Search for the Meaning of Constructivism: Constructivism Revisited and Reviewed

구성주의 의미의 탐색에 대한 소고: 구성주의의 재조명

  • Received : 2018.04.13
  • Accepted : 2018.05.17
  • Published : 2018.07.31
Download PDF
⟨ Previous Next ⟩

Abstract

In the current era of mathematics education, constructivism is a core theory of learning. For teachers, understanding and applying constructivism to their teaching practices are crucial for student centered teaching. However, some mathematics educators understand Constructivism in a different way. For example, some future teachers view Constructivism as making mathematics 'fun' by creating game without considering conceptual understanding. In this paper, the original articles of Constructivism were revisited and investigated to understand and to search for their meanings. Also several types and sources of Constructivism were identified; Radical Constructivism, Vygotsky's social-cultural theory of development, Social Constructionism, and Social Constructivism. This paper investigated arguments of the several types of Constructivism and discussed their implications for mathematics teaching.

수학교육학에서 구성주의는 학습이론에 있어서 핵심적인 이론이라고 할 수 있으며 구성주의에 대한 이해와 적용은 학습자 중심 수학 교수에 있어서 중요하다. 그러나 일부 초등 교사와 예비 초등 교사들은 구성주의를 편협한 시각으로 이해하고 있다. 구성주의가 수학을 흥미롭게 만드는 것을 중요하게 여기는 이론으로 여기고, 수학적인 요소를 고려하지 않은 게임을 만드는 것이 그 예이다. 본 논문에서는 여러 가지 유형의 구성주의, 급진적 구성주의, 비고츠키의 사회적 문화적 발달이론, 사회적 구성이론, 사회적 구성주의가 각기 주장하는 바를 고찰하고 비교하여 구성주의를 이해하는 데에 도움을 주고자 하였다. 논문의 말미에 구성주의가 수학 교육에 시사하는 점이 논의 되었다.

Keywords

References

  1. Cobb, P. (1996). Constructivism and activity theory: A consideration of their similarities and differences as they relate to mathematics education. Mathematics Education Library, 16, 10-58.
  2. Common Core State Standards Initiative (CCSSI). (2010). Common Core State Standards for Mathematics. Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers. Retrieved from http://www.corestandards.org/the-standards.
  3. Ernest, P. (1991). The philosophy of mathematics education. London: Routledge Falmer.
  4. Ernest, P. (1996). Varieties of Constructivism: A Framework for Comparison. In L. P. Steffe, P. Nesher, P. Cobb, G. A. Goldin & B. Greer (Eds.), Theories of mathematical learning (Vol. 67, pp. 335-350). New Jersey: Lawrence Erlbaum Associates.
  5. Gergen, K. J. (1985). The social constructionist movement in modern psychology. American psychologist, 40(3), 266-275. https://doi.org/10.1037/0003-066X.40.3.266
  6. Gergen, K. J. (1995). Social Construction and the Educational Process. In L. P. Steffe & J. E. Gale (Eds.), Constructivism in education (pp. 17-39). Mahwah, NJ: Lawrence Erlbaum.
  7. Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academies Press.
  8. Renshaw, P. (1996). A sociocultural view of the mathematics education of young children. Mathematics Education Library, 16, 59-78.
  9. Steffe, L. P. (1995). Alternative Epistemologies: An Educator's Perspective. In L. P. Steffe & J. E. Gale (Eds.), Constructivism in education (pp. 489-524). Mahwah, NJ: Lawrence Erlbaum.
  10. Steffe, L. P. (1996). Social-cultural approaches in early childhood mathematics education: A discussion. Mathematics Education Library, 16, 79-101.
  11. Van Oers, B. (1996). Learning mathematics as a meaningful activity. In L. P. Steffe, P. Nesher, P. Cobb, G. A. Goldin & B. Greer (Eds.), Theories of mathematical learning (pp. 91-113). New Jersey: Lawrence Erlbaum Associates.
  12. Von Glasersfeld, E. (1980). The concept of equilibrium in a constructivist theory of knowledge. In S. Benseler, P. N. Hejl, & W. K. Koeck (Eds.), Autopoesis, communication, and society (pp.75-85). Frankfurt: Campus.
  13. Von Glasersfeld, E. (1984). An introduction to radical constructivism. In P. Watzlawick (Ed.), The invented reality, (pp. 17-40). New York: Norton.
  14. Von Glasersfeld, E. (1990). Chapter 2: An exposition of constructivism: Why some like it radical. Journal for Research in Mathematics Education. Monograph, 4, 19-210. https://doi.org/10.2307/749910
  15. Von Glasersfeld, E. (1995). A Constructivist Approach to Teaching. In L. P. Steffe & J. E. Gale (Eds.), Constructivism in education (pp. 3-15). Mahwah, NJ: Lawrence Erlbaum.
  16. Von Glasersfeld, E. (1996). Aspects of Radical Constructivism and Its Educational Recommendations. In L. P. Steffe, P. Nesher, P. Cobb, G. A. Goldin & B. Greer (Eds.), Theories of mathematical learning (Vol. 67, pp. 307-314). New Jersey: Lawrence Erlbaum Associates.

Cited by

  1. 수학교육에서 진보주의와 구성주의 적용에 대한 성찰 vol.60, pp.3, 2021, https://doi.org/10.7468/mathedu.2021.60.3.387