Constructivism: Traditionalist vs Constructivist Classrooms in Addressing Learner Misconceptions in Mathematical Literacy Measurement

Ngcobo Zanele Annatoria; Mulaudzi Lebohang Victoria

doi:10.55227/ijhess.v5i3.1953

Authors

Ngcobo Zanele Annatoria University of Kwazulu Natal
Mulaudzi Lebohang Victoria university of KwaZulu Natal

DOI:

https://doi.org/10.55227/ijhess.v5i3.1953

Keywords:

constructivist classroom, traditionalist classroom, mathematics education, Measurement, misconceptions

Abstract

This paper analyses how Constructivist teaching approaches address misconceptions in Measurement within Mathematical Literacy. Given the abstract nature of Measurement and its real-world applications, learners often struggle with common errors. This study explores strategies for improving measurement comprehension using Constructivist theory, which emphasises conceptual understanding, interactive learning, and student-centred inquiry. Employing an exploratory qualitative approach through theoretical analysis and document review, findings suggest that integrating real-world contexts, hands-on activities, and group work significantly enhances understanding. However, learners still face challenges in applying Measurement across diverse contexts. The study recommends incorporating Constructivist strategies such as real-world problem-solving, student inquiry, and interactive materials to make concepts more tangible. Ongoing scaffolding is essential to support continuous learning. In conclusion, adopting constructivist principles can transform Mathematical Literacy into a tool for equitable development, equipping learners to apply Measurement literacy to real-world challenges. By addressing systemic gaps in teacher training and resource allocation, South Africa can foster a generation capable of leveraging numeracy as a catalyst for socio-economic progress.

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