Creating creative mathematical resources for class use

Abstract

This paper discusses a study using constructivism concepts in teaching mathematical problem solving. It is based on a model which comprises 4 stages involving learners to construct their own word problems through recalling, relating and reflection of mathematical contents they have learned. The stages of this model are: ( 1) Presentation of Related KnowLedge (2) Construction of Provoking Words or Pictures (3) Construction of Mathematical Questions ( 4) Construction of Mathematical Knowledge by Self. The four stages of the model were tried out with a group of 26 in-service teachers who attended an upgrading programme for teaching lower primary mathematics. In this pilot study, the results showed that the model provides an effective guide for helping teachers to grip with mathematical concepts they have learned through the course. The results also showed that the constructivism activities enable the teachers to create their own mathematical problems for class use.