How To Teach Mathematics In Constructivism Learning Theory?

In general, learning based on constructivist learning theory involves four stages: (1) stage of perception (reveal preconceptions and generate motivation to study), (2) phase of exploration, (3) stages of discussion and explanation of concepts, and (4) stages of development and concept application (Horsley, 1990: 59).
In line with the above view, Tobin and Timon (in Lalik, 1997: 19) says that learning with constructivist learning theory includes four activities, among others (1) related to prior knowledge of students, (2) contains the actual experience activities (experiences), (3) social interaction (social interaction) and (4) establishment of sensitivity to the environment (sense making).
Instructions on learning with constructivist learning theory also advanced by Dahar (1989: 160), as follows: (1) prepare real objects to be used by students, (2) choose an appropriate approach to the level of child development, (3) introduce appropriate activities and interesting and give the child the freedom to reject the advice of teachers, (4) emphasize the creation of questions and problems and solutions, (5) encourage students to interact with each other, (6) avoid technical terms and emphasize thinking, (7) recommend them thinking in his own way, and (8) to introduce the material and the same activity after a few years.
Some of the details above may give to the teacher's view that in applying the constructivist learning principles, really need to consider environmental conditions for children. In addition, the notion of children's readiness to learn, also should not be ignored. In other words, that environmental factors as a means of interaction for children, not the only one who needs to get attention really to the teacher.
Yager (1991: 55) proposed a more complete phasing in learning with constructivist learning theory. This can be a guide in learning in general, learning in the Natural Sciences and Mathematics learning. Coverage is based on the tasks that teachers do not teach religious education and sport is a classroom teacher.
The first stage, students are encouraged to express knowledge about concepts that initially will be discussed. If necessary, teachers fishing with problematic questions about the phenomenon that is often encountered daily by the students and relate it to concepts that will be discussed. Furthermore, students are given the opportunity to communicate and mengillustrasikan understanding of the concept.
The second stage, students are given the opportunity to investigate and find the concepts through collecting, organizing, and interpreting data in an activity that has been designed by the teacher. Overall at this stage will be fulfilled students' curiosity about phenomena in the environment.
The third stage, students thinking about explanations and solutions based on observations of students, coupled with the strengthening of teachers. Next, students develop new understandings of the concept being studied.
The fourth stage, the teacher tried to create a climate of learning that allows students to apply conceptual understanding, either through activities or through the appearance of problems related to issues in the student environment