The purpose of this study was to investigate teachers’ effectiveness in applying social constructivism in the teaching of mathematics and to examine the role of social constructivism in developing the skill of the mathematical communication of Jordanian sixth grade students. The researcher designed a training program based on methods of utilizing social constructivism in teaching mathematics in the classroom. Ten sixth grade mathematics teachers (of both sexes) took part in the program and the researcher observed the performance of these teachers and their students before and after the training program. He used some qualitative research techniques in data collection and analysis. The results of the study revealed a progress in teachers’ methods after implementing social constructivism. Such developments included facilitating the educational process, scaffolding, and the emergence of a constructive social interaction related to mathematical concepts. In addition to this, variegated information sources were resorted to, and teacher control of the educational process was reduced. The student’s independence was upgraded. The results also showed that the students utilized mathematical communication skills (reading, writing, and translation activities) very effectively. The study recommended effectuating mathematical teaching methods compatible with social constructivism.
Social Constructivism, Mathematical Communication