Journal Articles

Constructionist learning in school mathematics: Implications for education in the fourth industrial revolution

EdLink

Title:
Constructionist learning in school mathematics: Implications for education in the fourth industrial revolution
Authors:
- Ng, Oi Lam The Chinese University of Hong Kong
- Tsang, Wing Ki The Chinese University of Hong Kong
Source:
ECNU Review of Education, (0), , 2021
Publisher:
SAGE Publications
Year Published:
2021
Education Categories:
- G Curriculum, Teaching & Learning: Specific Disciplines
  - GC Mathematics & Statistics
    - GCC Teaching Methods & Their Outcomes
Keywords:
3D Printing Constructionism Fourth Industrial Revolution Mathematics Education STEM Education
Region:
- Hong Kong
Period:
- 1997.7 onwards
Level:
- Unknown or Unspecified
Related Links:
- View Full Text 全文連結
Abstract:
Purpose:Amid rapid technological development in the Fourth Industrial Revolution, this article engages with an important question, especially in the context of science, technology, engineering, and mathematics (STEM) education: Can technology itself transform teaching and learning? Design/Approach/Methods:Constructionist learning responds to the current "maker movement," which draws upon the innate human desire to make things with our hands. Two important elements of constructionist learning-technology literacy and engineering design-have implications for meeting the global need for expertise in the STEM disciplines. To date, the practice of teaching and learning mathematics remains to be dominated by manipulation of symbols with the paper-and-pencil medium. In response, this article discusses how constructionist learning can play an important role in teaching and learning school mathematics via a transdisciplinary approach for STEM education.Findings:Two examples of the authors' empirical research on constructionist learning in school mathematics classrooms with 3D printing are illustrated. Findings suggest that the 3D Printing Pens played an active role in the construction of artifact (physically) and mathematical meaning (cognitively).Originality/Value:The empirical results as discussed in this article warrant more design-based classroom interventions to further investigate students' constructionist learning in technological, hands-on, and innovation-oriented environments. Copyright ©2021 SAGE Publications.
Language:
- English
Document Type:
Journal Articles
ISSN:
- 20965311
DOI:
- 10.1177/2096531120978414
Permalink:
https://bibliography.lib.eduhk.hk/bibs/0110641d
Entry Date:
2022-05-12