Article Sidebar

Submitted
December 30, 2025
Accepted
February 12, 2026
Published
February 13, 2026
Download
PDF
Statistic
Read Counter : 2 Download : 0

Downloads

Download data is not yet available.

Main Article Content

Abstract

This paper examines social constructivism as a learning theory and its implications in mathematics learning. The study followed a conceptual qualitative paradigm. The researcher used secondary data obtained from journal articles, e-books, periodicals and websites. Social constructivism emphasizes active construction of knowledge by learners through interaction with others and the environment. According to the theory, the learner understands the world through experiencing it. Reality is socially constructed and it depends on individual interpretation. In mathematics learning, the theory implies that mathematics tasks make sense to the learners if they solve real life problems. Mathematics learners should not simply memorise concepts, but should critically analyse their own and other people’s mathematical perspectives. More marks should be awarded for the thought process than for the final solution to a mathematical task.   Mathematics learning should be taken beyond the classroom. Formal mathematics learning can be built atop the knowledge gained by the learners through culturally performed tasks. The mathematics learners should view their teacher as a facilitator, co-learner, co-explorer and co-constructor of knowledge. Teaching strategies that promote collaboration and active participation of learners are desirable. Peer and self assessment help to foster active and interactive mathematics learning.

Keywords

collaborative learninglearning impplicationsmathematics learningsocial constructivismsocial interaction

Article Details

License

Copyright (c) 2025 Edmore Mangwende

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Mangwende, E. (2026). Social Constructivism: Principles and Implications to Mathematics Learning. International Journal of Review in Mathematics Education, 1(1), 70–79. Retrieved from https://journals2.ums.ac.id/ijrime/article/view/15221
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Alahmad, M. (2020). Strengths and Weaknesses of Cognitive Theory. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 3(3). https://doi.org/10.33258/birci.v3i3.1088.
  2. Aljohani, M. (2017). Principles of "constructivism" in foreign language teaching. Journal of Literature and Art Studies, 7(1), 97-107. https://www.doi.org.10.17265/2159-5836/2017.01.013.
  3. Anton, A., Ravazzani, S., Baquerizo-Neira, G., Carbone, C. A., & Mukiza, D. (2025). Bridg-ing practice and academia: Global insights on the role and future of public relations educa-tion. Public Relations Review, 51(5). https://doi.org/10.1016/j.pubrev.2025.102620
  4. Da Silva, M. R. (2024). Larry Laudan’s Critiques Regarding Social Constructivism. Revista de Filosofia: Aurora, 36. https://doi.org/10.1590/2965-1557.036.E202429471.
  5. Eun, B. (2016). Equipping every student with psychological tools: a Vygotskian guide to estab-lishing the goals of education. European Journal of Psychology of Education. https://www.doi.org/10.1007/s10212-015-2080-7.
  6. Holzman, L. (2018). Zones of proximal development: Mundane and magical. In The Routledge Handbook of Sociocultural Theory and Second Language Development. https://doi.org/10.4324/9781315624747.
  7. Khalid, A., Kazim, T., Diaz, K. R. V., & Iqbal, J. (2025). Breaking barriers in higher education: Implementation of cost-effective social constructivism in engineering education. Internati-onal Journal of Mechanical Engineering Education, 53(1). https://doi.org/10.1177/03064190231218123.
  8. Knapp, N. F. (2019). The shape activity: Social constructivism in the psychology classroom. Teaching of Psychology, 46(1), 87-91. https://www.doi.org.10.1177/0098628318816181.
  9. Kurt, D. S. (2023). Cognitivism Learning Theory, Strategies and Examples. In Educational Technology.https://educationaltechnology/cognitivism-learning-theory-strategies-and-examples/.
  10. Kussmaul, C., & Pirmann, T. (2021). Guided Inquiry Learning with Technology: Investiga-tions to Support Social Constructivism. International Conference on Computer Supported Education, CSEDU - Proceedings, 1. https://doi.org/10.5220/0010458104830490.
  11. Mangwiro, C., & Machaba, F. (2022). Teacher Questioning Techniques to Elicit Learners’ Ma-thematical Thinking. International Journal of Science, Mathematics and Technology Learning, 30(1). https://doi.org/10.18848/2327-7971/CGP/V30I01/51-66.
  12. Matusov, E. (2015). Chronotopes in education: Conventional and dialogic. Dialogic Pedagogy: An International Online Journal, 3. https://doi.org/10.5195/dpj.2015.107.
  13. Mohammed, S. H., & Kinyo, L. (2020). The Role of Constructivism in the Enhancement of Social Studies Education. Journal of critical reviews, 7(7), 249-256. https://www.doi.org.10.31838/jcr.07.07.41.
  14. Muhammed, A. A. (2024).The Socio-Cultural Nexus: An In-depth Examination of its Influen-ce on the Linguistic Acquisition of Kurdish University Students in the English Language. Twejer, 7(3), 1643-1674. https://www.doi.org.10.31918/twejer.2473.59.
  15. Newman, S. (2018). Vygotsky, Wittgenstein and Sociocultural theory. Journal for theory of Social Behaviour,48(3). https://www.doi.org/10.1111/jtsb.12174.
  16. Olorode, J. J. & Jimoh, A. G. (2016). Effectiveness of guided discovery learning strategy and gender sensitivity on students' academic achievement in financial accounting in Colleges of Education. International Journal of Academic Research in Education and Review. 4(6). https://doi.org.10.14662/IJARER2016.02.1.
  17. Olson, M. H., & Ramirez, J. J. (2020). An introduction to learning theories. In An Introduction to Theories of Learning. https://doi.org/10.4324/9781003014447.
  18. Pedapati, K. (2022). Piagetian and Vygotskian concepts of cognitive development: A revi-ew.Indian Journal of Mental Health. https://www.doi.org/10.30877/ijmh.9.3.2022.227-239.
  19. Rahmatirad, M. (2020). A Review of Socio-Cultural Theory. SIASAT, 5(3). https://doi.org/10.33258/siasat.v5i3.66.
  20. Rogoff, B. (2003). Cultural nature of human development. New York: Oxford University Press. https://people.ucsc.edu/~brogoff/cnhd.html.
  21. Rytilä, J. (2021). Social constructivism in mathematics? The promise and shortcomings of Jul-ian Cole’s institutional account. Synthese, 199(3–4). https://doi.org/10.1007/s11229-021-03300-7.
  22. Saleem, A., Kausar, H., & Deeba, F. (2022). Social Constructivism: A new Paradigm in Teach-ing and Learning Environment. Perennial Journal of History, 2(2). https://doi.org.10.52700/.v2i2.86.
  23. Tennyson, R. D., & Volk, A. (2015). Learning Theories and Educational Paradigms. In Inter-national Encyclopedia of the Social & Behavioral Sciences: Second Edition. https://doi.org/10.1016/B978-0-08-097086-8.92036-1.
  24. Ugli, D. A. B., & Zubatkanovna, S. N.(2025).Behaviorism school in the Study of Personality in Psychology.European International Journal of Pedagogics, 5(7), 20-43. https://www.doi.org/10.55640/eijp-05-07-05.
  25. Ulum, M. & Fauzi, A. (2023). Behaviorism Theory and Its Implications for Learning. Journal of Insan Mulia Education, 1(2). https://doi.org/10.59923/joinme.v1i2.41.
  26. Van Hover, S., & Hicks, D. (2017). Social constructivism and student learning in social studies. The Wiley Handbook of Social Studies Research, 270-318. https://doi.org/10.1002/9781118768747.ch12.
  27. Vygotsky, L. S. (1978). Mind and Society: The Development of Higher Psychological Pro-cesses. University of Texas Press Slavic Series, 1. https://doi.org/10.2307/j.ctvjf9vz4.
  28. Vygotsky, L. S. (2021). Mind in Society: Development of Higher Psychological Process. In EBSCO Publishing.
  29. Wibowo, S., Wangaid, N. N., & Firdaus, F. M. (2025). The Relevance of Vygotsky”s Cons-tructivism learning theory with the differentiated learning Primary School. Journal of Edu-cation and Learning. https://www.doi.org/10.11591/edulearn.v19i1.21197.
  30. Yanagawa, K., & Matsui, H. (2025). On concepts of action and behavior as the implicit point of agreement between Enactivism and Radical Behaviorism. Asian Journal of Philosophy, 4(1). https://doi.org/10.1007/s44204-024-00232-0.
  31. Zhou, X. (2024). Sociocultural theory in Early Childhood Education. Lecture Notes in Educa-tion Psychology and Public Media. https://www.doi.org/10.54254/2753-7048/51/20240981.