Effective Teaching in Constructivism: A Case of Teaching Discrete Mathematics for Undergraduate Students

Authors

  • Rajib Lochan Das Department of Quantitative Sciences, IUBAT, Dhaka
  • Khandoker Saif Uddin Department of Quantitative Sciences, IUBAT, Dhaka

DOI:

https://doi.org/10.3329/iubatr.v5i1.64593

Keywords:

Constructivism; Effective teaching; Learning theory; Mathematics Education, Student-centred environment.

Abstract

Looking for an effective teaching method to ensure better learning of students is a common and longstanding phenomenon. Several learning theories evolved over the course of time. The constructivist approach to teaching learning is often found as an effective one that runs in a student-centred environment where participatory and active learning is nurtured. In this case study, the constructivist approach was employed in teaching discrete mathematics to Bachelor of Computer Science and engineering students at a non-government university in Bangladesh. The study was quasi-experimental involving a non-probability convenient sampling technique. A total of 372 students were invited to attend pre- and post-tests in online mode on each of the 6 chapters throughout the four consecutive semesters. Attending each of the tests was not a mandatory requirement of the students for the course. Collected scores from the 12 tests were statistically analysed to draw a meaningful conclusion based on the discussions over the analyses of findings. Limitations, implications, and direction to future research are also brought up. The results of this study will help the institutional authority, teachers, and students to make an effective plan by adopting constructivist teaching learning not only for mathematics education but also for other similar subjects.

IUBAT Review—A Multidisciplinary Academic Journal, 5 (1): 68-76

Abstract
57
PDF
46

Downloads

Published

2022-12-29

How to Cite

Das, R. L. ., & Uddin, K. S. . (2022). Effective Teaching in Constructivism: A Case of Teaching Discrete Mathematics for Undergraduate Students. IUBAT Review, 5(1), 68–76. https://doi.org/10.3329/iubatr.v5i1.64593

Issue

Section

Original Article