Electronic Proceedings of the 12^th 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.