Evaluation of a Constructivist Learning Environment in Secondary School Mathematics for Arabic Learners Whose Second Language is English

Abstract

The feasibility of the implementation of a constructivist learning environment in a Year 7 boys’ Arabic mathematics class in an international school in Qatar was the main focus of this research. The students’ reactions to the learning environment were examined in terms of their responses to issues related to scales of the Constructivist Learning Environment questionnaire, and their appropriation of the constructivist ideas for their learning. The approach with this class was viable and productive.