First-Year Preservice Mathematics Teachers’ Ability to Mathematically Reason: Results of using a Constructivist Instructional Model
Keywords:
Reasoning ability, Teaching and learning model, Teaching based on constructivist theory, Creating mathematical knowledge, Mathematical reasoningAbstract
The purpose of this research was to study the effect of a teaching model based on constructivist theory on mathematical reasoning ability of first-year mathematics students from the Faculty of Education, Chiang Rai Rajabhat University. In the first semester of the academic year 2022, purposive sampling technique was used to select 26 students from section two of mathematics principles subject. The research tools consisted of 1) a teaching and learning model based on constructivist theory, 2) a mathematical reasoning ability test, and 3) a semi-structured interview form to examine understanding and abilities to build mathematical knowledge from mathematical reasoning. Quantitative data analysis comprised determining average, standard deviation and non-parametric statistical tests. The qualitative data analysis was also used to generate inductive conclusions. The results showed that students who was approached by the constructivist teaching style increased mathematical reasoning abilities for both inductive and deductive reasoning. The statistical test indicated that these changes were significant at the .05 level (W = 0.000, z = 4.457, p < .001). The results of interviews revealed that all students studying with the teaching and learning model were able to understand mathematical reasoning and correctly identify characteristics of both inductive and deductive reasoning.
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