Constructivism Approach in Learning Mathematics
The constructivist experts agree that learning mathematics involves active
manipulation of meanings not just numbers and formulas. Therefore, experts
recommend providing an effective learning environment where students can reach the
basic concepts of mathematics themselves. Mathematics itself is a lesson that
emphasizes world activity (ratio), which means that mathematics is taken a lot from
our daily lives that are modeled into mathematical models. For that reason, teachers in
providing mathematics material must use a constructivism approach that is close to
the activities we do everyday.
Learning will not achieve maximum goals if the steps of learning are ignored.
Likewise the application of the constructivism approach has several steps. The steps
of learning mathematics with a constructivism approach include the following:
1. Look for and use students' questions and ideas to guide the lesson and the whole
teaching unit
2. Letting students express their ideas
3. Developing leadership, collaboration, information seeking, and student activities as
a result of the learning process
4. Using students' thoughts, experiences, and interests to direct the learning process
5. Develop the use of alternative sources of information both in the form of written
materials and materials from experts
Previously it has been stated that according to constructivism, knowledge cannot be
simply transferred from the teacher to students. That is, students are required to be
mentally active in building their knowledge structures based on their cognitive
maturity. In other words, students are not just 'bottles' or collections of the knowledge
given by the teacher.
In building student activity, the teacher directs them to form (construct) mathematical
knowledge so that a mathematical structure is obtained. This makes the teacher's
position to negotiate with students, not giving final answers to student questions. This
negotiation means in the form of submitting questions back (feedback), or statements
that can make students think further so that their mastery of mathematical concepts is
stronger. Teachers are also expected to try to develop students' abilities to reflect and
evaluate the quality of student construction.