Abstract
In this paper, an attempt is made to determine if peer collaboration increases student achievement in teaching elementary mathematics. Empirical evidence and philosophical problems with constructivist epistemology are considered. Two things are argued: first, it is reasonable to think, for elementary mathematics, peers collaboration is useful (especially in heterogeneous groups). Peer collaboration is an appendage to instruction, not a replacement for the didactics of an expert, or individual problem solving (which occurs both at its inception, when mathematics is discovered as well as advanced levels). There is reciprocity between individual and social settings in learning mathematics. Second, for the teaching of mathematics an adequate epistemology will guide, to some extent, a successful pedagogy.
Highlights
Pedagogical constructivism entails three principles: encouraging collaboration, primitive activity and exploration, respecting multiple points of view and emphasizing authentic problem solving (Solomon, 2000, p. 328).Pedagogical constructivism ( “constructivism”) is sometimes taken to be a full blown philosophical position about the nature of knowledge; namely, we make knowledge up like the rules of chess
I argue that the value of peer collaboration is contingent upon the context and limited by our epistemological stand in specific ways that is little noticed by constructivists
I proceed by first considering the conditions under which peer collaboration in mathematics is appropriate
Summary
An attempt is made to determine if peer collaboration increases student achievement in teaching elementary mathematics. Empirical evidence and philosophical problems with constructivist epistemology are considered. Two things are argued: first, it is reasonable to think, for elementary mathematics, peers collaboration is useful (especially in heterogeneous groups). Peer collaboration is an appendage to instruction, not a replacement for the didactics of an expert, or individual problem solving (which occurs both at its inception, when mathematics is discovered as well as advanced levels). There is reciprocity between individual and social settings in learning mathematics. For the teaching of mathematics an adequate epistemology will guide, to some extent, a successful pedagogy
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
