Issue 1/2010, 16. Volume
It’s easier said than done: The long way from an educational reform to changes in instruction. A Chilean example of mathematical reasoning and constructivist teaching orientation
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The implementation of a new national curriculum was one of many strategies in the Chilean educa-tional reform begun in 1990. In mathematics, the new development emphasized mathematical reasoning and incorporated a constructivist teaching orientation, among other issues. This article presents findings from a video-based study that examines mathematical reasoning and constructivist teaching orientation in three-lesson units on the Pythagorean Theorem. The sample comprises 21 7th grade classes, their teachers and correspondent 784 pupils. The results show that the teachers report a high agreement with constructivist teaching orientation when asked in a questionnaire, but according to the videotaped lessons their teaching rather corre-sponds to a receptive orientation. Regarding mathematical reasoning, the majority of the teachers introduced the Pythagorean Theorem by means of an inquiry activity, failing to foster mathematical reasoning.