Abstract
This article summaries the experiences of two project teachers attempt to implement problem-centered instruction in junior high mathematics classes. Two eighth-grade classes, average and below average students, in two schools participated in two different one-year projects in which instruction was generally compatible with social constructivism in the genesis of mathematical knowledge, and the recent recommendations of NCTM Standards (1989, 1991). The findings indicated that students' mathematics achievement and mathematics attitudes were improved. The climates of the class rooms came alive. The project teachers and students' attitudes toward the problem centered instruction changed dramatically from negative to positive. Finally, the practicality of implementing problem-centered teaching strategies in Taiwan is discussed.
| Keywords: | Social Constructivism; Problem-Centered Instruction; Mathematics Instruction |
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