From decision-making to schema-building: Combining constructivism, decision-making, and mental schemas in mathematics education to enhance mathematics teaching and learning

Document Type : Expository article (original)

Author

Abdullah mohammadi

Department of Applied Mathematics, Faculty of Mathematical Sciences, Ferdowsi University of Mashhad.

10.22067/tmsj.2025.94733.1068

Abstract

This article aims to present a new teaching style in mathematics education by analyzing the dynamic interaction of three key components: ``decision-making, constructivism, and mental schemas." Based on the findings, decision-making education, as the process of designing options, analyzing conditions, and evaluating consequences before making a decision, plays a pivotal role in the formation of cognitively flexible schemas in the context of constructivism. The proposed conceptual model shows that by designing conflict-provoking and problem-oriented situations in the ``zone of proximal development," the teacher encourages students to consciously choose strategies, receive active feedback, and reconstruct solutions. This process not only strengthens the relational understanding of concepts (as opposed to instrumental understanding), but also leads to the formation of stable and transferable schemas through scenarios such as choosing a solution method, error analysis, and problem design. A report of practical experience in a low-motivated classroom confirms the effectiveness of this framework in increasing students' self-efficacy, critical thinking, and responsibility.

Keywords

Decision making

Conceptual schemas

Mathematics education

Active learning

Constructivism

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