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http://dx.doi.org/10.7468/jksmec.2011.14.2.165

Effects of Mathematical Instructions Based on Constructivism on Learners' Reasoning A bility  

Cho, Soo-Yun (Ulsan Chungok Elementary School)
Kim, Jin-Ho (Department of Mathematics Education, Daegu National University of Education)
Publication Information
Education of Primary School Mathematics / v.14, no.2, 2011 , pp. 165-185 More about this Journal
Abstract
The purpose of this study is to confirm the effects of the learner-centered instruction based on constructivism on learners' reasoning ability and their achievements which is closely related to reflective abstracting ability. To do it, learner-centered instructions for division was implemented, recall test, generation test, content reasoning test I and II were carried out. The following conclusions were drawn from the data we got. Experimental group(EG) improved their reasoning ability, while comparison group(CG) did not. EG showed statistically significant difference in the achievements of the contents learned in comparing with CG, and the difference in the achievements of the contents unlearned in the treatment in comparing with CG was higher than the one. In addition, the comparisons of the subgroups(high, middle, and low) between EG and CG showed that the treatment had a positive influence on the achievement to all subgroups in EG. That is, the treatment was effective for unable learners. Finally, EG showed statistically significant difference in the sub-domain of simple calculation which might be considered as the benefits of the treatment of the CG as well as in the sub-domain of concept and principle.
Keywords
Learner-centered instruction; Reasoning ability; Constructivism; Achievement;
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Times Cited By KSCI : 1  (Citation Analysis)
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