Developing an E-Learning Model for Mathematics Education Among Mathematics Education Student Teachers

Abstract

This study, using a qualitative approach, compared the experiences of students and teachers in traditional classrooms with those in classroom-based constructivist discussion approaches implemented in experimental school teaching. Content analysis from a qualitative perspective, along with social constructivism and situated learning theories, was employed to interpret student learning and development. The findings of the research indicated differences among students exposed to a constructivist learning environment, particularly in their independent skills. However, the study also highlighted several challenges, including time management, understanding peer conversations, writing to convey their thoughts, and increased workload for students. The content-based electronic discussion classes used innovative methods to generate new knowledge and provided more opportunities for students to develop their ideas. This environment also fostered a more social/collective/adaptive form of knowledge through the ongoing assessment of information presented by students to inform teaching practices. Overall, the findings suggest that students who engaged in innovative discussion approaches and electronic content experienced richer learning due to their active participation throughout the instruction process.