Introduction
Welcome to the first post in our series exploring the powerful alignment between John Hattie’s Visible Learning research and Maths Australia’s I-CRAVE Maths® pedagogy. In this post, we’ll delve into constructivist teaching, a key element in effective education, and examine how I-CRAVE Maths® embodies its core principles.
Understanding Constructivist Teaching
Constructivism, is a theory about knowledge and learning. It describes how students construct their own knowledge and understanding of the world through experiences and reflection. It emphasises that learners are not passive recipients of information but active creators of their own learning.
“Visible Learning: The Sequel” (Hattie, 2023) acknowledges the importance of constructivism but also provides a nuanced perspective. It highlights that effective teaching involves more than simply placing students in constructivist environments. It’s about how teachers intentionally facilitate the construction of knowledge.
Hattie’s research, which synthesises findings from numerous meta-analyses, indicates that constructivist teaching can have a positive impact on student achievement. “Visible Learning: The Sequel” reports an effect size of 0.92 for constructivist teaching, demonstrating its potential to significantly enhance learning outcomes.
Key principles of constructivist teaching include:
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- Active Learning: Students are actively involved in the learning process, exploring, questioning, and problem-solving.
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- Social Interaction: Learning is often a social activity, with students collaborating and sharing ideas.
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- Prior Knowledge: Teachers build upon students’ existing knowledge and experiences.
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- Meaningful Contexts: Learning is situated in authentic and relevant contexts.
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- Reflection: Students reflect on their learning and make connections.
I-CRAVE Maths®: A Constructivist Approach in Mathematics
Maths Australia’s I-CRAVE Maths® methodology is deeply rooted in constructivist principles. I-CRAVE Maths® provides a framework for teaching mathematics in a multi-sensory way, moving students through the Concrete-Representational-Abstract (CRA) sequence.
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- Concrete Stage: This stage involves active learning through the use of manipulatives and hands-on materials. Students explore mathematical concepts by physically interacting with objects, building a concrete foundation for their understanding. This aligns with the constructivist emphasis on active engagement and exploration.
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- Representational Stage: In this stage, students move from concrete experiences to visual representations of mathematical concepts. This might involve drawing diagrams, using number lines, or creating models. This stage helps students to connect their concrete understanding to symbolic representations, further supporting their construction of knowledge.
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- Abstract Stage: Finally, students develop an abstract understanding of mathematical concepts, using symbols and notation. However, this abstract understanding is built upon the solid foundation laid in the concrete and representational stages.
Alignment with Visible Learning
I-CRAVE Maths® aligns with Visible Learning’s perspective on constructivism by providing a structured and intentional approach to facilitating knowledge construction. It doesn’t simply place students in constructivist environments but actively guides them through the learning process.
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- I-CRAVE Maths® emphasises the importance of the teacher’s role in scaffolding learning and providing explicit instruction alongside constructivist activities.
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- I-CRAVE Maths® recognises the importance of building on students’ prior knowledge, starting with concrete experiences and gradually progressing to abstract concepts.
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- I-CRAVE Maths® encourages active learning and social interaction through the use of manipulatives, discussions, and problem-solving activities.
Conclusion
Constructivist teaching, when implemented effectively, can be a powerful tool for enhancing student learning. Maths Australia’s I-CRAVE Maths® methodology embodies the principles of constructivism within a structured and intentional framework. It provides teachers with a way to guide students through the construction of mathematical knowledge, aligning with the evidence-based practices highlighted in Visible Learning research.
In our next post, we will continue to explore the connection between Visible Learning and Maths Australia’s I-CRAVE Maths®, focusing on another key teaching strategy.