Constructivist Learning Environments in Primary Mathematics: Effects on Students’ Problem-Solving Ability

Abstract

Mathematical problem-solving is an essential 21st-century competency, yet national (O-NET) and international (PISA) assessments indicate that Thai students’ performance remains in need of development, particularly in analyzing and carrying out the solution of word problems. This calls for learning environments that allow students to construct knowledge by themselves. This study aimed to 1) design and develop a constructivist learning environment, 2) compare students’ mathematical problem-solving ability before and after instruction, 3) compare learning achievement, and 4) survey students’ opinions. The research employed a pre-experimental, one-group pretest–posttest design.  The target group comprised 38 Grade 3 students selected through purposive sampling. The instruments were the learning environment, four lesson plans, a problem-solving ability test, an achievement test, and an opinion questionnaire. Data were analyzed using means, standard deviations, and Pearson’s correlation coefficient. Results found that the developed learning environment consisted of five components: problem situations and learning tasks, learning resources, scaffolding, collaboration, and coaching. Both problem-solving ability and achievement were higher after instruction (posttest means of 15.76 and 6.47, respectively). Overall student opinion was at the “agree” level (mean = 4.13), paired-samples t-tests confirmed statistically significant pre-post gains for both variables (p < .001), and the two variables were positively and moderately correlated after instruction (r = 0.65). It presents a constructivist learning environment integrating Polya’s problem-solving process that can simultaneously promote problem-solving ability and learning achievement, providing empirical evidence supporting its use in primary mathematics classrooms.