Constructivist Approaches in the Secondary School Mathematics Classroom and Their Effects on Students’ Learning, Interest, and Sense of Challenge: a Re-analysis of the German Timss Data

Constructivist learning theories argue that tasks and discourse modes that explicitly incorporate students’ former experiences can form powerful learning environments. Furthermore, research shows that students develop intrinsic motivation such as domain-specific interest, when they feel challenged and personally involved. Accordingly, constructivist teaching settings in which students participate actively, bringing in their own experiences, may be well-suited to offer this kind of experience. This study addresses the following questions: a) How effective are naturally occurring elements of constructivist teaching in terms of learning outcomes? b) Are students’ individual perceptions of challenge enhanced by constructivist approaches, and do these perceptions influence students’ interest development? This study re-analyses data from the German sample of the TIMS Study and the TIMSS Video Study. In Germany, the international design was extended to a 1-year-longitudinal design, with additional student measures collected one year prior to the international study. For 1900 students from 80 classes, math achievement was assessed with the TIMSS achievement test, and mathematical interest and perceptions of challenge were assessed with questionnaires. To measure constructivist teaching approaches, video ratings of one mathematics lesson per class were carried out using a newly developed rating instrument. Multilevel regression analyses predicting math achievement and interest in grade 8 revealed a small, but positive effect of constructivist teaching on achievement development, but no such direct effect on interest development. Students’ individually perceived sense of challenge was the best predictor of interest development. This sense of challenge, in turn, is higher in classes with more constructivist elements, suggesting an indirect effect of constructivist teaching on interest. CONSTRUCTIVIST APPROACHES IN THE SECONDARY SCHOOL MATHEMATICS CLASSROOM AND THEIR EFFECTS ON STUDENTS’ LEARNING, INTEREST, AND SENSE OF CHALLENGE: A RE-ANALYSIS OF THE