Cognitive-constructivist model and the acquisition of mathematics knowledge according to Gagné’s taxonomy

Q3 Social Sciences
L. Kozel, Marina Cotic, Daniel Doz
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引用次数: 0

Abstract

School reforms aim to achieve lasting knowledge for pupils. Some researchers have shown that lasting knowledge can be achieved through a cognitive-constructivist model of instruction, as pupils discover concepts themselves and are active in the classroom. In this paper, we aimed at investigating whether pupils who are exposed to a cognitive-constructivist model of instruction are more successful in solving mathematical tasks than those who are not exposed to a cognitive-constructivist model of instruction. For this purpose, we have designed an experiment involving 252 pupils of the 3rd grade of primary school: of these, 100 were included in the experimental group receiving constructivist mathematics instruction, while the remaining 152 pupils constituted the control group. The study showed that the experimental group performed better in solving mathematical problems which involve all three taxonomic levels according to Gagné.   Keywords: cognitive-constructivist model, acquisition, mathematics, Gagné taxonomy, experimental group.
认知建构主义模型与加尼格分类法下的数学知识获取
学校改革旨在让学生获得持久的知识。一些研究人员已经表明,当学生自己发现概念并活跃在课堂上时,可以通过认知建构主义的教学模式来获得持久的知识。在本文中,我们旨在调查接触认知建构主义教学模式的学生在解决数学任务方面是否比未接触认知建构论教学模式的小学生更成功。为此,我们设计了一个涉及252名小学三年级学生的实验:其中100名学生被纳入接受建构主义数学教学的实验组,其余152名学生构成对照组。研究表明,根据Gagné的说法,实验组在解决涉及所有三个分类层次的数学问题方面表现更好。关键词:认知建构主义模型,习得,数学,加涅分类法,实验组。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Cypriot Journal of Educational Sciences
Cypriot Journal of Educational Sciences Social Sciences-Education
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