Abstract
The purpose of this study was to investigate the effects of PCDC instruction on an eighth-grade underachievement class. The PCDC instruction model was compatible with the social constructivist view of the genesis of mathematics knowledge, and recent recommendations of the NCTM in Standards. One class was conducted using PCDC through problem solving in small groups by discoursing, and sharing their experiences and ideas with others. The PCDC teacher kept track of her teaching by analyzing tasks , guidance, classroom environment, and analysis to improve her teaching. One year later the findings indicated that several traditionally unsolvable teaching problems were resolved; students' achievement, interests, understandings were improved.
| Keywords: | underachievement; PCDC; social constructivism |
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