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A Constructivist Intervention Program for the Improvement of Mathematical Performance Based on Empiric Developmental
Vicente Bermejo1,2, Pilar Ester2, Isabel Morales2
1Universidad Complutense de Madrid, Madrid, Spain.
Frontiers in Psychology
|February 15, 2021
Summary
The Evolutive Instructional Program for Mathematics (PEIM) significantly improves elementary students' math skills. This constructivist approach fosters active learning, better problem-solving, and fewer errors, benefiting all learners.
Area of Science:
- Education
- Cognitive Psychology
- Mathematics Education
Background:
- Mathematics competence is a critical but underdeveloped area in education.
- Existing teaching methods often fail to engage students effectively.
- A need exists for innovative, constructivist approaches to math learning.
Purpose of the Study:
- To evaluate the effectiveness of the Evolutive Instructional Program for Mathematics (PEIM).
- To assess PEIM's impact on students' mathematical performance and problem-solving strategies.
- To analyze the influence of a constructivist, teacher-guided approach on math learning.
Main Methods:
- Implementation of the PEIM program in elementary schools.
- Empirical evaluation of student performance in Madrid and Zaragoza, Spain.
- Observation of teaching practices and student engagement within a constructivist classroom climate.
Main Results:
- Significant improvement in students' mathematical competence and problem-solving abilities.
- Increased use of advanced strategies and reduced conceptual errors among students.
- Positive learning progression observed even in students with initial difficulties.
Conclusions:
- The PEIM program effectively enhances mathematical performance through a constructivist framework.
- PEIM promotes active student engagement, strategic thinking, and personalized learning.
- The program's principles offer a foundation for future improvements in mathematics education.
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