| The purpose of this study is to investigate students' mathematics problem solving processes and to compare the mathematics problem solving processes and achievement levels between students being taught mathematics based on constructivist theory and those being taught mathematics based on traditional teaching in Thailand. The Constructivist Teaching Based Model was developed based on a framework of constructivist theory and was composed of three teaching steps: construction of cognitive conflict; reflection and discussion; and conclusion of the results from cognitive restructuring. Lesson plans for constructivist teaching were constructed based on the Constructivist Teaching Based Model. Activities in these lesson plans focused on students' existing knowledge, collaborative working, real world context, use of manipulatives, cognitive conflict, reflective teaching approach, and Lesh's translation model.;This study is a quasi-experimental research using a Pretest-Posttest, Nonequivalent Control Group Design. Four classes comprising one hundred and sixty four ninth grade students were involved. Students in the experimental group were taught ninth grade algebra based on constructivist teaching and those in the control group were taught based on traditional teaching. Four types of instruments were employed to collect data: the mathematics problem solving process test; the mathematics achievement test; the interview task problems; and the classroom observation protocol. Data were analyzed quantitatively and qualitatively.;The quantitative data indicated no significant differences of mathematics problem solving processes and achievement between students in the two treatment groups. The qualitative data indicated that constructivist teaching was a promising approach capable of getting students more involved in learning mathematics. Students in this study who learned mathematics based on constructivist teaching tried harder, as measured by the interview task problems, than those who learned based on traditional teaching. A variety of institutional methods for teaching algebraic problem solving and applying mathematics to the outside world were explored. |
