Towards a constructivist pedagogy for Year 12 mathematics.
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| Title: | Towards a constructivist pedagogy for Year 12 mathematics. |
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| Authors: | Sheppard, Ian1 sheppard.i@gmail.com |
| Source: | Australian Mathematics Education Journal (AMEJ). 2026, Vol. 7 Issue 3, p16-20. 5p. |
| Subject Terms: | *Constructivism (Education), *Inquiry-based learning, *Mathematics education, *Student engagement, *Mathematics education (Secondary), *Academic achievement, *Active learning, *Collaborative learning |
| Abstract: | The article focuses on the author's transition to constructivist and inquiry-based teaching methods in senior secondary mathematics at the Australian Science and Mathematics School (ASMS). It details the author's experiences during the 2004 Year 12 mathematics course, emphasizing the effectiveness of these pedagogies in fostering student engagement and understanding, as opposed to traditional examination-driven approaches. The ASMS promotes collaborative, student-directed learning environments, allowing students to construct their own mathematical knowledge through investigations and group work. The author concludes that these methods not only enhance students' attitudes towards learning but also maintain or improve their academic performance, as indicated by their Tertiary Education Rank (TER) results. [Extracted from the article] |
| Copyright of Australian Mathematics Education Journal (AMEJ) is the property of Australian Association of Mathematics Teachers Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191193627 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Towards a constructivist pedagogy for Year 12 mathematics. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sheppard%2C+Ian%22">Sheppard, Ian</searchLink><relatesTo>1</relatesTo><i> sheppard.i@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Australian+Mathematics+Education+Journal+%28AMEJ%29%22">Australian Mathematics Education Journal (AMEJ)</searchLink>. 2026, Vol. 7 Issue 3, p16-20. 5p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Constructivism+%28Education%29%22">Constructivism (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education+%28Secondary%29%22">Mathematics education (Secondary)</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The article focuses on the author's transition to constructivist and inquiry-based teaching methods in senior secondary mathematics at the Australian Science and Mathematics School (ASMS). It details the author's experiences during the 2004 Year 12 mathematics course, emphasizing the effectiveness of these pedagogies in fostering student engagement and understanding, as opposed to traditional examination-driven approaches. The ASMS promotes collaborative, student-directed learning environments, allowing students to construct their own mathematical knowledge through investigations and group work. The author concludes that these methods not only enhance students' attitudes towards learning but also maintain or improve their academic performance, as indicated by their Tertiary Education Rank (TER) results. [Extracted from the article] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Australian Mathematics Education Journal (AMEJ) is the property of Australian Association of Mathematics Teachers Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191193627 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 5 StartPage: 16 Subjects: – SubjectFull: Constructivism (Education) Type: general – SubjectFull: Inquiry-based learning Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Mathematics education (Secondary) Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Active learning Type: general – SubjectFull: Collaborative learning Type: general Titles: – TitleFull: Towards a constructivist pedagogy for Year 12 mathematics. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sheppard, Ian IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 26520176 Numbering: – Type: volume Value: 7 – Type: issue Value: 3 Titles: – TitleFull: Australian Mathematics Education Journal (AMEJ) Type: main |
| ResultId | 1 |
