The Implications of Social Constructivism as a Philosophical Theory in the Professional Training of the Mathematics Teacher

Abstract

Any nation that desires all-round development needs a proper training of its teachers. This is especially true for the mathematics teacher, with mathematics being a fundamental basis of all universal knowledge, and key to scientific and technological advancements. The theory of social constructivism was one major philosophical principle that promoted meaningful learning in the classroom. Social constructivism theory viewed the process of learning as a result of mental construction, brought about by social interactions. This article explored the theory of social constructivism and its implication in the professional training of the mathematics teacher. Social constructivism framework was shown to have several implications on the professional training of the mathematics teacher, which among others include the promotion of collaborations and social interactions, in any mathematics education programme. It is also important that the teachers be trained to apply the principles of social constructivism to their classrooms when dispensing their duties as facilitators of mathematics knowledge.