Reflection on the Educator Mindset for Teaching Mathematics to Diverse Students in the Constructivist Elementary Classroom
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In this perspective paper, we present seven elements of the appropriate educator mindset for teaching in the constructivist elementary mathematics classroom. The elements include supporting students as they construct their own understanding, eliminating deficit view of slow learners, setting new understanding and growth as the learning objective, providing opportunities to co construct meaning with peers, using student contributions as the source of curricul ar material, encouraging all students to participate in learning, and providing instruction not bounded by time. In our struggles to provide authentic, inclusive elementary classrooms, we hope that our discussion of the educator mindset can increase discou rse on constructivism from philosophy to practice in the community of mathematics education and policy makers.
Abstract
In this perspective paper, we present seven elements of the appropriate educator mindset for teaching in the constructivist elementary mathematics classroom. The elements include supporting students as they construct their own understanding, eliminating deficit view of slow learners, setting new understanding and growth as the learning objective, providing opportunities to co construct meaning with peers, using student contributions as the source of curricul ar material, encouraging all students to participate in learning, and providing instruction not bounded by time. In our struggles to provide authentic, inclusive elementary classrooms, we hope that our discussion of the educator mindset can increase discou rse on constructivism from philosophy to practice in the community of mathematics education and policy makers.
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