CHAPTER 3: THEORETICAL FRAMEWORK
3.12 Integrating social constructivism in young learners’ classrooms
Social constructivist approaches have the potential to make learners use ideas in actively building their understanding through the zone of proximal development (ZPD) (Vygotsky, 1978). Vygotsky believes that learners are assisted by other knowledgeable persons such as teachers and peers to become aware of their own learning through metacognition and this happens gradually. Based on the social constructivist epistemology, young learners would work in groups during mathematical activities and assist one another to gain understanding of the concepts as well as how to make use of the acquired knowledge in their day to day living (mathematical literacy).In their research study, Hurst et al. (2013) concluded that social interaction enhanced critical thinking and problem-solving and the best way to teach these skills was through small group discussions. A young learner is therefore likely to acquire mathematical concepts through interaction with peers and exploring
53
different avenues as they share ideas and may in turn allow the development of critical thinking skills and improvement in mathematical literacy. Sharma (2015) argues that a collaborative learning environment encourages young learners to actively explore mathematical problems using their own ideas and strategies and may lead to positive experiences that may in turn foster critical thinking skills in young learners.
Social constructivists believe that direct physical interaction with materials is often effective in enhancing learners’ critical thinking (Beilock, 2017). Social constructivists believe that handling physical materials extends learners’ sensory experiences and this may facilitate their mental reasoning. Similarly, Dewey (1963) argues that the concept of teachers doing all of the talking in classrooms is in direct contrast with the philosophy that learning is a social activity. Therefore, the use of teaching resources is imperative during mathematics and mathematical activities because conceptual understanding is enhanced through the assistance of physical manipulation. Rutherford (2012) contends that active engagement and conversations assist individuals to make sense of the world. Based on the given views, teachers of young learners have an obligation to provide learners with concrete manipulative skills to gain understanding and improvement in mathematical literacy.
Social constructivists believe that the development of critical thinking skills enable young learners to work together mathematically and become effective problem solvers (Tunica, 2015). This happens as young learners adjust their mental models to accommodate new information through sharing and helping each other make progress through the zone of proximal development (Piaget, 1977; Vygotsky, 1978).
The Vygotskian perspective acknowledges that within the ambits of social constructivism, teachers are in the habit of introducing their own ideas and information before learners have a chance to think out their ideas and therefore learners will take the easier route to accepting what their teachers say. It is against this background that this research study realises the importance of probing learners’ understanding revolving around what they think about given problems before providing them with answers. Given the opportunity to think or articulate their views, avenues for critical thinking are opened for young learners to explore. Beilock (2017), in his study submits that social constructivists encourage young learners to engage in dialogue both with the teacher and amongst each other. Social constructivism thus acknowledges that the mediation of knowledge between two or more young learners promotes intellectual progress that may lead to the development of
54
critical thinking skills and improvement in mathematical literacy. In other words, social constructivism places the use of group work during mathematical activities at the centre of learners’ learning for critical thinking skills to develop. In a research study conducted by Hurst et al. (2013), 23% out of 57% of the respondents on how social interaction impacted on learning indicated that social interaction helps young learners to learn from each other. Therefore, based on Hurst and co-workers’ standpoint, learners may understand the world as they interact both with materials and other people during the teaching of mathematics.
Kibui (2012) carried out a research study in Nairobi and found that through discussion or argument, social mediation of knowledge is enhanced which may lead to the development of shared meaning.
Based on Kibuis’ (2012) findings, working together to solve mathematical problems may enhance a common understanding after young learners have considered the different views given by the group members. Therefore, in considering the different views young learners would have exercised their critical thinking skills to come up with a socially negotiated outcome. From the aforementioned research study, it can also be deduced that working together in solving mathematical problems may assist young learners in preparation for life because several skills are enhanced including critical thinking skills and social skills, resulting in a team spirit. This creates respect for other peoples’ contributions; even incorrect answers are respected, although they may not be accepted by the group.
The notions of social constructivism are therefore important to consider for the teaching of mathematics to young learners since they share ideas and views as well as assist each other with challenges experienced. The Vygotskian perspective acknowledges that, if young learners are given the opportunity to work as peers, they assist each other within the ZPD by supporting those who are less knowledgeable (Vygotsky, 1978).
The production of more ideas and questioning by young learners are indicators of exercising critical thinking skills. Cutting short or preventing a response from someone who is finding it difficult to express his or her ideas is not helpful, especially in the development of critical thinking skills. The aforementioned Nairobi research study by Kibui (2012) indicates that critical thinking is best developed in an intellectual atmosphere where intellectual exchanges and dialogue are valued. Topolgtu (2014) is of the view that questioning by young learners activates the reasoning
55
capacity enabling learners to reach satisfying conclusion and feel good about their thinking whenever they participate in mathematical activities. Learners’ awareness of their thinking can also enhance the development of critical thinking by encouraging young learners to reflect about their own strategies and learning styles.
Social constructivists believe that effective work may be carried out in small groups where young learners are explicitly expected to take time over a task or problem and then present the results of their combined thinking to the rest of the class. From a social constructivist viewpoint, young learners interact with the physical environment as well as with other learners for them to acquire meaning of their experiences (Kibui, 2012). Social constructivism posits that it is beneficial if young learners are given mathematical problems and work in groups to construct solutions.
Vygotsky’s principles remind us that teachers should guide and support young learners through a new level of competence while tailoring teaching to involve learner generated advances in understanding (Winstone & Millward, 2012). Based on the aforementioned viewpoint, learners may stretch their imagination in exploration of their critical thinking skills during the teaching of mathematics. Indeed, for Vygotsky, teaching should be less directive and young learners should be assisted to make advance for their personal academic benefit as they explore the world in their quest for knowledge.
3.13 The social constructivist views on child-centred methods and the development of