Online Learning in Mathematics Analytical Essay by Nicky

Online Learning in Mathematics
An examination of online mathematics learning, focusing on constructivist and situational-learning motivation theories.
# 145675 | 1,303 words | 6 sources | APA | 2010 | US
Published on Nov 22, 2010 in Education (Teaching Methods) , Education (Theory) , Mathematics (General)

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This paper focuses on online mathematics learning, concentrating particularly on constructivist and situational-learning motivation theories. The paper explains that making students feel engaged with certain subjects, especially mathematics, can often be especially frustrating for even an experienced teacher; this is because the concepts of mathematics are traditionally conveyed in a highly abstract fashion to students. The paper next asserts that some theorists of education, specifically those from a school of thought known as constructivism, stress that fostering a connection with the discipline of mathematics on a personal level is essential for learning. While the emphasis on experiential learning in motivating students in constructivist and situational theories might initially seem unsuited to an online learning format, the paper allows, in fact the Internet can be an ideal pedagogical tool for these approaches if used appropriately. The paper concludes that students and teacher can interact with one another on projects, rather than simply doing problems in isolation, and the Internet creates a community of common mathematical experience that helps students and teachers bond and learn to enjoy mathematics together.

Background: The Psychology of Motivation in Education
Constructivism in Math Education Online
Situated Learning Online
Works Cited

From the Paper:

"The first unit of the online course was designed simply to get the teachers comfortable with technology. All of them identified themselves as comfortable with technology beforehand, thus this was keeping with constructivism's belief that learning must be hands-on and engage the learner in his or her own context in a meaningful fashion. "Knowledge is not separate from but rather embedded within experiences and interpreted by the learner" (Gold, 2001, p.37). Learners began by simply publishing on the course website information about themselves as teachers, including email addresses and photographs. This is how teachers learned to use the online format to disseminate information (Gold, 2001, p.46). The activity for Unit Two was to surf the Web and choose two online courses, one objectivist and one constructivist, and post the URLs in the discussion forum and use these example lesson plans as teaching tools for their fellow mathematics instructors as to how to design or not to design a course (Gold, 2001, p.46)."

Sample of Sources Used:

  • Brooks, Jacqueline & Martin G. Brooks. (2009). "Constructivism: A definition." Learner Centered. Retrieved January 20, 2009 at
  • Constructivism in the classroom. (2009). Mathematics in education. Drexel University. Retrieved January 21, 2009 at
  • Duncan, Barbara & Kevin M. Leander. Constructing maps for the new Promised Land: Learning, community, and the Internet
  • Gold, Sanford. (2001, May). Constructivist approach to online training for online teachers.JALN. 5.1. Retrieved January 20, 2009 at
  • Kearsley, Greg. (2009). Situated learning (J. Lave). Theory into practice. Retrieved January 20, 2009 at

Cite this Analytical Essay:

APA Format

Online Learning in Mathematics (2010, November 22) Retrieved April 21, 2021, from

MLA Format

"Online Learning in Mathematics" 22 November 2010. Web. 21 April. 2021. <>