Theoretical Framework of Constructivist Web-Based Learning Environment Model to Enhance Mathematical Problem Solving

摘要

The purpose of this research was to synthesize theoretical framework of constructivist web-based learning environment model to enhance mathematical problem solving. The design and development research model is employed in this study. The research procedure consists of four main steps: first step document analysis and examination of learning and teaching context. Second step examining and analyzing the related principles and theories such as learning theory, constructivist theories, mathematical problem solving, media theory, and technology. Third step to study instructional context. The fourth step to synthesize the theoretical framework. The result revealed that: the theoretical framework consisted of 7 bases were as follows: (a) Basic contextual: (ⅰ) the education core curriculum, (ⅱ) basic mathematics belong learning area of mathematics in secondary high school, (ⅱ) context for high school mathematics learning focused on thinking and mathematical process skills for higher education, (b) Basic of mathematical problem solving: (ⅰ) how to solve it of Polya, (ⅱ) problem solving of Krulik and Rudnick (c) Basic teaching sciences: (ⅰ) constructivist theory is cognitive constructivism and social constructivism, (ⅱ) cognitive Theory is information processing theory, schema theory, mental model theory, metacognition theory and cognitive load theory, (d) Basics of learning psychology of constructivist learning environment model: (ⅰ) OLEs model, (ⅱ) CLEs model, (ⅲ) SOI model, (ⅳ) cognitive apprenticeship, (ⅴ) situated learning, (e) Foundations of media theory: (ⅰ) media symbol system, (ⅱ) learning with multimedia, (f) Fundamentals of technology: (ⅰ) web-based learning environment, (ⅱ) Facebooks, Line, Google Classrooms, (g) Basic of neuroscience.