Relational Pedagogy: Investigating Together in a Project Discovery Mathematics Course
Abstract
Educators and human development theorists advocate a relational approach to teaching that balances students' experience and instructor's expertise, connecting the two in ways that help students to construct knowledge effectively. Numerous mathematics educators support this social constructivist approach, arguing that it is essential to make mathematics meaningful to students. This article describes one version of relational pedagogy evident in a college mathematics course. Our observation of the 15-week course, analysis of the written assessment of students' epistemological development, and interviews with instructors and students at the conclusion of the course revealed that relational pedagogy promoted students' understanding of mathematics and contributed to their ability to construct knowledge themselves.
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