Encompassing Learner-Centered Activities through Lesson Study Towards a Constructivist Classroom
Main Article Content
Abstract
This paper aims to raise conversations on designing appropriate learner-centered activities using the approach of Lesson Study to evaluate classroom practices. Through Lesson Study, the researchers carefully designed the lesson in triangle similarity, considering the principles of constructivism and student-centered learning, and executed the lesson in a class. Two emergent perspectives were apparent: (1) constructivism in mathematics classroom could go beyond discovery learning; and (2) anticipating student responses and capitalizing on possible student misconceptions is a powerful tool in designing constructivist lessons. The study suggests that being a constructivist teacher entails a long journey of classroom experiences and being able to reflect on one’s practice, especially if this is in relation to the students’ learning. Constructivist mathematics classroom activities requires presence of higher-order thinking skills, well-established prior knowledge, and social interaction.
Downloads
Metrics
Article Details
Licensing
TURCOMAT publishes articles under the Creative Commons Attribution 4.0 International License (CC BY 4.0). This licensing allows for any use of the work, provided the original author(s) and source are credited, thereby facilitating the free exchange and use of research for the advancement of knowledge.
Detailed Licensing Terms
Attribution (BY): Users must give appropriate credit, provide a link to the license, and indicate if changes were made. Users may do so in any reasonable manner, but not in any way that suggests the licensor endorses them or their use.
No Additional Restrictions: Users may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.