Electronic Proceedings
of the 12th Asian Technology Conference in Mathematics
Abstract
for 12952
Converting ‘More to Less’ and ‘Less to
More’: Designing
Self-Determined Learning
Environments within Minimalist Instruction
Authors: Lenni Haapasalo
Affiliations: University of Joensuu
Keywords: K-12 Level, ClassPad, computer-based, conceptual,
constructivism, minimalist instruction, procedural, self-determined,
simultaneous activation, technology-based
Emphasizing the genesis of heuristic processes and students’ ability
of to develop intuition and mathematical ideas within constructivist
approach can hardly be reached without a systematic planning of the
learning environments from the teacher’s side. In learning
situations, however, students very often want to have freedom to
choose the problems that they want to solve within continuous self
evaluation instead of relying on guidance by the teacher. Based on
results of the ClassPad project the article suggests that a viable
pedagogical framework to fulfill strong demands of constructivist
view of teaching and learning might be to convert systematic
planning to minimalist instruction within self-determined learning
environments. Concepts and procedures can be mainly constructed by
students themselves – and other way around - well-known concepts can
be applied in one form or the other one. Minimalist approach seems
not only to enrich student’s mathematical profile and
self-confidence but also lead to higher cognitive performance.