Constructivism: Potentials and Problems

Effective instruction (including lesson planning, implementation, evaluation) benefits from understanding how humans learn. Learning is defined in various ways, but it can be considered simply as an improvement of individual's intellectual ability (Bigge & Shermis). The theory about how this happens is everywhere, but to evaluate the position of existing theory it is necessary for the educator to quantify the "latest trend" of his / her practice in a reasonable way It makes it possible. This knowledge also has its own advantage of "traditional and progressive pendulum" that avoids cycling education.

Constructivism is the theory of knowledge building, not education. As Dewey lived, this confusion caused trouble for us. One difference: Children (and all human beings) constantly test, gather and incorporate new knowledge into our "mono" spiritual model, including mathematics. But teachers help build, support and organize this knowledge. I am currently not interested in the discussion of the dead end of "knowing" and "understanding" at all. I understand a bit about unlimited now, I have read a lot. I also understand some things about infinity, but I need to read more about my knowledge of infinity, learn more and learn a lot of this learning. Learning is a difficult task. To better understand how mathematicians now understand infinity, I have to work harder.

Constitutionalism is seen as a way forward for mathematics education and it can greatly improve classroom education and mathematics practice. Throughout this article, without definitions of constructivism and its doubt, we will define constructivism, convert the concept of constructivism to classroom, explore the position of various constructists, consider constructivism I will. Advantages and teaching methods and features accompanying this practice

There are two types of constructivism. They are cognitive constructivism and socio-cultural constitutiveism. Cognitive constructivism was developed by Piaget. He conceptualized learning as a result based on personal experience and previous knowledge. Social and cultural constructivism was developed by Vygotsky. He assumes building an understanding by interacting with others in a social context in which knowledge is applied. There are different assumptions among them, but similarity lies in the relationship between experience and the creation of meaning of the learner by his own consciousness.