Abstract:

In the current research, we were interested in testing the impact of integrating technology on the student’s perception of different mathematical courses regarding the constructivist versus the traditional approach in teaching/learning.

Recent studies indicated that integration of technology in teaching mathematics improves significantly mathematical learning by offering many opportunities for creativity and a collaborative interactive and dynamic learning experience, which is in good agreement with the constructivist approach in building knowledge (Monaghan, 2001; Drijvers et al., 2010; Zellermayer, Mor and Heilweil, 2009).

The current research was conducted over two academic years in the Mathematics Department at a College of Education. The students participated in mathematical courses where some of them were taught by using GeoGebra and Socrative Smartphone App (Digitalized Courses) and others were taught with no digital tools.

We analysed the students’ perception of our mode of teaching as well as of their own level of involvement in the learning process by using a multiple-choice questioner formulated regarding the basic characteristics of the constructivist versus traditional classroom defined by Brooks and Brooks (1993).

The collected data were analysed both quantitatively and qualitatively.

We found that most of the students of the Digitalized Courses found the digital tools being helpful in their learning, especially for understanding the material. In addition, it was observed that the students of the Digitalized Courses characterized our mode of teaching as matching the definition of constructivist classroom.

The obtained results indicated that integration of digital technology enables to adapt the formal teaching of mathematics in a line with the constructivist approach in teaching. It concurs with relevant studies demonstrating that the constructivist approach intelligently utilizes a wide variety of computer capabilities to create a computerized learning environment that facilitates constructivist teaching methods (Eshet and Hammer 2006).

References:
[1] Brooks, J.G., & Brooks, M.G. (1993). The case for constructivist classrooms. Alexandria, Va.: Association for Supervision and Curriculum Development.
[2] Drijvers, P., Kieran, C., Mariotti, M. A., Ainley, J., Andresen, M., Chan, Y. C., Dana-Picard, T., Gueudet, G., Kidron, I., Leung, A. & Meagher, M. (2010). Integrating technology into mathematics education: Theoretical perspectives. In: C. Hoyles, & J. B.
[3] Eshet, Y. & Hammer, R. (2006). Principles of design and analysis of computer-based learning environments. The Open University of Israel. pp. 31-38. (Hebrew).
[4] Monaghan, J. (2001). Teachers’ classroom interactions in ICT-based mathematics lessons. In M. V. D. Heuvel, (Ed.), Proceedings of the 25th International Conference for the Psychology of Mathematics Education, Vol. 3, (pp. 239-257).
[5] Zellermayer, M., Mor, N., & Heilweil, I. (2009). The intersection of theory, tools and tasks in a postgraduate learning environment. In C. R. Payne (Ed.), Information technology and constructivism in higher education: Progressive learning frameworks (pp. 319–333). Hershey, PA: IGI Global.

Keywords:

Mathematical education, digital tools, constructivist approach in teaching.