Using Technology to Integrate Constructivism and Visualisation

This paper provides a discussion of the pros and cons of instructivism and constructivism in the mathematics classroom, and endeavours to show why the latter is a preferable methodology to the former when considering the effective use of technology to enhance visualisation. The adoption of a constructivist approach to the teaching and learning of Mathematics has highlighted a shift from teacher dominance. Visually stimulating computer environments can allow students to become immersed in their own knowledge construction. However, it is not a trivial matter how to utilise this considerable technological capability most effectively for educational benefit, emphasising the importance of a teaching and learning methodology. It is necessary to encourage more exploratory approaches to learning, where students can be the initiators and controllers of their own learning. There is much empirical evidence that this approach significantly improves the understanding of higher order concepts. Knowledge is built up from personal experiences, and making these experiences more dynamic will assist in the development of cognitive structures. Computer-based attractive environments with visually compelling displays, together with facilities for interaction, can provide the setting for more dynamic, powerfu