Student-Centred Learning In Mathematics Constructivism In The Classroom

Abstract

Various techniques have been introduced among educators to relate concepts to application, from inductive learning, discovery learning, and student-centred learning (SCL). Mathematics has always been taught the traditional way teacher is the main person to teach through lectures and activities, with students mostly in the passive receiver mode (ONeill & Mc Mahon, 2005). Students in Malaysia are very exam-oriented and adamant to the end grade, the score they must achieve to secure a good Grade Point Average through memorising and regurgitating facts. Those who dislike mathematics have to undergo remedial sessions and repeat the course, yet still only manage a low passing grade. This study explored the effects of the student-centred learning (SCL) approach in Mathematics on learning skills among pre-university students and teachers; and their perceptions of the SCL technique in the course. Through a quantitative approach and interviews with the selected samples, the data was analysed and discussed against the Constructivist theory as the theoretical framework. Results revealed that the learning skills were demonstrated in SCL through students heightened interaction and cooperation, in and outside of the classroom, better planning of the lesson and their learning, with some elements of analytic skills being portrayed. These students are less passive receivers of knowledge; more responsive, and able to relate to their experiences. The study also highlighted the gap which existed between what students expected in their learning and what teachers have taught; in terms of curriculum design as well as assessment.