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  • 1.  Mathematics Intensive- Varying the Learning Experience

    Posted 11-15-2021 13:08:00
    What elements of constructivism, discovery learning, contextual and/or conceptual learning leads to proficiency in upper level college mathematics?

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    Linda Blanco
    Professor/Math Department Chair
    Joliet Junior College
    Joliet,IL
    ICTM Board, Univ/CC Director
    lblanco@jjc.edu
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  • 2.  RE: Mathematics Intensive- Varying the Learning Experience

    Posted 11-16-2021 03:21:00
    It is important to improve the relationships between factual, procedural, and conceptual knowledge to increase the mathematical problem-solving abilities of upper level college mathematics students. The challenge is to find better ways of helping students realize that there is much more to learning and utilizing the power of mathematics than simply memorizing information that is passed down from others.

    Active learning strategies can be utilized in upper level college mathematics courses. This takes the form of group work, writing assignments that include student explanations of their thinking, class discussions, and use of technology, all of which result in relying less on lecturing.

    Discovery-based learning allows students to take ownership of their ideas, and make it natural for them to become active participants in the classroom. Teachers can provide opportunities for students to produce meaningful written work about mathematics and problem solving, which requires higher levels of reasoning and understanding. Discovery learning allows students develop perseverance and engagement as they work through difficult problems. By using active learning techniques we can direct the focus in the classroom to what the students are doing rather than what the instructor is presenting. This strategy provides a foundation for classes where students explore the higher level mathematics themselves, rather than being shown the material.


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    Eric Hutchinson
    Professor
    College of Southern Nevada
    Las Vegas NV
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    Original Message


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