A constructivist model of software development for teaching mathematics

Muhammad Tanveer Afzal
University of Education
Lahore, Pakistan

Computer-assisted instruction (CAI) has become part of the teaching-learning process in many subjects, with educational researchers viewing the computer as a tool just like a blackboard/whiteboard to help teachers in the classroom. The case of mathematics teaching is quite different, however, as the subject tends to be taught in a teacher-centred way. The use of computers may help to shift this paradigm to student-centred learning.

In an attempt to promote this paradigm shift, the present study establishes a software design model for teaching mathematics to elementary level students in Pakistan. Many researchers have expressed the hope that the constructivist theory of learning may lead to better educational software and, therefore, learning (e.g. Brown, Collins and Duguid 1989; Papert 1993; Jonassen 1994). The author's model for designing software is based on constructivism which argues that:

The proposed model involves the following series of steps:

In this paper, the author provides a model lesson to explain the steps listed above and guidelines for software development.