Constructivism and Problem Solving Approach

GROUP 2

Welcome to Our Presentation

Dwi Suharadita Eza Ezila Eddy Maulia Gustika Nia Kurniati

Constructivism Approach1. Definition of Constructivism

2. Learning Mathematics According to Constructivism

3. Constructivist Learning in Mathematics

4. Implementation of the Constructivist Learning Mathematics

6. Evaluation of Learning Mathematics According to

Constructivism

5. Positions of Constructivist Teaching Between Other

Approaches

7. Example of Learning Mathematics with Constructivism

Approach

A. Definition of Constructivism

According to Brooks & Brooks (1993) "Constructivism is not an instructional strategy to be deployed under appropriate conditions . Rather, constructivism is an underlying philosophy or way of seeing the world "Constructivism is basically a view which is based on activities with the students to create, interpret, and reorganize knowledge with the individual (Windschitl, in Abbeduto, 2004)

Some Common Concepts of Constructivist Approach

1. Students actively fostering knowledge is based on existing experience.2. In the context of learning, students should develop their own knowledge.3. The importance of actively fostering knowledge by the students themselves through the interplay between past learning with new learning.

4. The most important element in this theory is the person himself actively foster knowledge by comparing new information with existing understanding.

5. The imbalance is a major motivating factor learning.

Experts constructivist say that from a constructivist perspective, B. Learning Mathematics According to Constructivism

Learning Mathematicsis not a process of "packing" of knowledge carefully, but rather about organizing activity, which activity is interpreted broadly to include activities and conceptual thinking.

1. A structure with the size of the internal consistency2. An integration of various concepts3. A convergence between the various forms of context4. The ability to reflect and explain5. A historical continuity6. The attachment at various symbol systems7. A matching the expert opinion8. A potential to act as a tool for further construction9. As a hint for the next action 10. An ability to justify and maintain

TEN CHARACTERISTICS OF A POWERFUL CONSTRUCTION :

C. Constructivist Approach in Learning Mathematics

Implementation of a constructivist approach to learning includes four phases :1) apperception

4) the development and application.3) Discussion and explanation of the concept

2) exploration

D. Implementation of the Constructivist Learning Mathematics

"... in view of constructivist teacher must be constantly aware of to try to see both actions with her students from the student's perspective."The quality of teaching is characterized by several widely in the learning environment:1) Starting from where the student is located2) Recognize that students learn at different speeds, and different ways.3) Involve students physically in the process of learning4) Ask students to visualize the imaginary

Lovitt and Clarke

Coob and Steffe

E. Evaluation of Learning Mathematics According to Constructivism

a systematic investigation of the value of a goal. Included in the evaluation is a collection of evidence systematically to help make decisions about :a. Students learnb. Development of the materialc. Program

Evaluation

Assessment"assessment is considered as providing a thorough consideration of an individual's functioning in the most broad sense depicts in a variety of evidence, both qualitative and quantitative, and therefore up to the test of cognitive skill with “paper pencil” techniques for a number of people. "

F. Positions of Constructivist Teaching Between Other Approaches

"A Mathematics teacher should promote and encourage the development of each individual in the classroom to reinforce the construction of Mathematics, for asking questions, constructing, exploring, solving, and justification of the problems of Mathematics and mathematical concepts. Teachers are also expected to try to try to develop students' ability to reflect and evaluate the quality of the construction of the students.”

Learning Mathematics with the aim constructivist approach can be formulated as follows:

G. Example of Learning Mathematics with Approach of Constructivism

Paying attention to the dialogued between student and teacher in research which have been done by Fitz Simons :

Mathematics Problem Solving ApproachA. Problems and TroubleshootingB. How to Teach Problem SolvingC. Problem Solving StrategiesD. The importance of Examination Results Return (Looking

Back)E. MetacognitionF. Examples of Learning in Problem Solving

A. Problems and Troubleshooting

a. Understanding the problemb. Understanding Troubleshooting

B. How to Teach Problem Solving

1. Branca (1980, Roebyanto and Yanti), confirms three general interpretation of solving the problem .

2. Reys at.al. (1989, Ladinillah 2008) presented a summary of the results of research on problem-solving learning.

3. To be able to teach problem solving well, there are some things that need to be consideration.

C. Problem Solving Strategies

1. The figure Polya (1993), according to the four-step problem solving are performed

2. To obtain a clearer picture of the problem-solving strategies that may be introduced in elementary school children can do the strategies

D. The importance of Examination Results Return (Looking Back)

E. MetacognitionSome things you can do to help children develop teacher the metacognition among others by doing the following activities:

a) Ask questions that focus on what and why.b) Develop various aspects of problem solving that can improve

children's achievement.c) In the process of solving a problem, the child must actually

do it independently or in groups so that they feel directly the vagaries of the process to reach a settlement.

G. Examples of Learning in Problem Solving

Examples approach the problem raised by Polya:a) Understanding the issuesb) Planning for Troubleshootingc) Solve The Problemd) Doing Examination Back

THANK YOU