Enhancing Mathematical Problem-Solving In Diverse Learners Using Constructivist Approaches

Abstract

This study investigates how well constructivist teaching methods can improve different learners' ability to solve mathematical problems. Students have a diverse range of learning needs, cognitive capacities, cultural backgrounds, and prior knowledge in an increasingly diverse classroom setting. These disparities are frequently not adequately addressed by traditional teaching approaches, which results in gaps in performance and comprehension.Constructivist pedagogy offers a framework for getting students interested in meaningful mathematical exploration by emphasizing active learning, teamwork, and real-world issue situations.The study looks into how constructivist methods might be modified to help students with different profiles and enhance their capacity to explore, evaluate, and resolve mathematical issues. The study uses a mixed-methods strategy to look at both qualitative shifts in learner confidence and engagement and quantitative improvements in problem-solving performance.The results show that constructivist methods foster equity, involvement, and critical thinking among different learners in addition to improving mathematical comprehension. This study adds to the expanding corpus of research supporting inclusive and student-centered math education.