Constructivist Paradigm in the Learning of School Mathematics

Abstract

Mathematics is, for most students, a challenge that requires for its learning a considerable effort. As a dimension of the scholarly curriculum, it is based on the internal logic of the science of reference, but mathematical knowledge must be built in relation to the student’s psychic life-specific features. In the teaching process, this statement is the main actor, the role of the teacher being that of a facilitator, guide, coach, organizer, stimulator, support, and coordinator. From the constructivist theory’s view, learning as an active, direct, and experiential process is a personal frame, initiated, managed, assessed, and regulated by the one who is learning.