A Critical reflection on the development and promotion of constructivist-learning environment in Mathematics at the intermediate phase in South Africa

Najeem Lateef (lateefnajeem1979@yahoo.co.uk)
curriculum studies, University of South Africa
April, 2014
 
lateefnajeem1979@yahoo.co.uk
 

Abstract

A Critical reflection on the development and promotion of constructivist-learning environment in Mathematics at the intermediate phase in South Africa

Najeem Lateef
Postgraduate Student, University of South Africa, Pretoria, 0001, South Africa
Abstract
This paper outlines how radical constructivist theory and research has facilitated the development of an authentic learning model in promoting constructivist-learning environment in Mathematics at the intermediate phase. The paper traces how radical constructivist theory has developed and employed within the South African contexts with special focus on teaching and learning of mathematics. It went further examine the optimal engendering of more viable models that could help to address existing complexities around the teaching and learning mathematics at the intermediate phase of learning in South African Schools. Based on existing evidences from the literature, the paper argued that authentic learning Model in action research promote constructivist learning , as it developed and progresses, supports teachers to be more effective. The paper concludes with a critical overview of the Implications of radical constructivism as the potential to influence practice.
Key Words: constructivist learning theory and Authentic Learning Model.