The most recent shift in education has seen countries adopting a more student-centered approach to learning. This approach involves enabling students to make sense of new knowledge by building on their existing knowledge. Many countries have embraced this approach in their educational systems. Teachers are no longer the sage on the stage, and gone are lectures and one-way learning. This new era of learning lends itself to the social constructivist framework of teaching and learning. 

Social Constructivism. Students adopt new knowledge through interacting with others to share past experiences and make sense of the learned concepts together. Perhaps the most well-known applications of social constructivist classrooms are Thinking Classrooms popularized by Peter Liljedahl in 2021 (the same age as Maple Learn!). In a Thinking Classroom, groups of students collaborate to discuss potential solutions to solve open-ended problems. Ideas are recorded on vertical surfaces so that all students, including those from different groups, have access to one another’s ideas. The teacher is hands-off in this type of classroom, with students asking each other questions if stuck or unsure. This approach facilitates the exchange of ideas and encourages collaboration among students. Sadly, this innovative idea was brought into the classroom at a peculiar time, at the height of the pandemic when less socialization was happening. 

Nevertheless, teachers were intrigued by this idea, and like any good idea, it spread like wildfire. For the first time, many teachers have reported that they observed their students engage in active thinking, rather than just mechanically plugging and chugging numbers into formulae, as was traditionally done in math education. This shift in approach has led to a deeper understanding of mathematical concepts and improved problem-solving skills among students. At the same time, students were more uncomfortable than ever before because they were not accustomed to the feeling of “not knowing.” The strongest students were often the most uncomfortable as they were conditioned to view mathematics as having only one correct answer. This discomfort is a natural part of the learning process, as it indicates that students are grappling with the new concepts and expanding their understanding. This new approach, which emphasized exploration and problem-solving over rote memorization, challenged their existing beliefs and required them to think in new ways. Over time, as they become more familiar with this approach, students develop greater confidence in their mathematical skills and improve their abilities to think critically and creatively.

Social Constructivism in Maple Learn. As a secondary math teacher, I’ve been using Maple Learn to support my students’ learning. I’ve mainly created projects and collections of financial literacy documents that are not only informative but also exploratory for students to engage with at their own pace. Here is where I see the potential of Maple Learn - not only to support teachers in the classroom but also to act in place of the teacher for asynchronous class work by being the guide on the side. 

The project-based ideas such as “Designing a roller coaster or slide,” “Exploring the rule of 72,” and open-ended questions such as “Designing a cake” and “Moving sofa” can lend themselves to creative discussions using mathematics. This is because Maple Learn offers its users the chance to visualize dynamic representations. Users can relate the algebraic, graphical, text-based, and/or geometrical representations of the same math concept. The convenience of having everything on one page encourages students to take away what they deem are the most important pieces of information as opposed to the teacher telling them what the major takeaways are. Due to their diverse backgrounds and unique mathematical identities, different students tend to focus on different aspects of a given concept. However, it is precisely these differences that can lead to a deeper understanding of the topic at hand. By sharing their perspectives and insights with one another, students can gain a more complete and nuanced understanding of mathematical concepts, and develop a broader range of problem-solving strategies. 

Source: Double angle identity. Illustration provides geometrical and algebraic representations side by side.  

In addition, the different functions that Maple Learn offers, allow students with varying mathematical backgrounds to have an equitable chance at learning. Some students may be better at manipulating equations, while others might be more visual. Maple Learn provides students with a blank canvas to explore mathematical concepts on their own, without the stress of mental calculations, the need to access different functions on a calculator, or the necessity to search for explanatory videos online. Maple Learn can also have embedded hyperlinks which can be important concepts or documents. These links can provide an easier learning platform for students to construct their own knowledge. An example can be found here. By removing these barriers, students are free to delve into the material and develop a deeper understanding of the underlying principles. This approach can further foster creativity, curiosity, and a passion for learning among students, while also equipping them with the tools they need to succeed in their future academic pursuits. 

Arguably the most difficult aspect of social constructivism to implement using Maple Learn is the “social” aspect of it all which requires a bit of creativity. The goal is not to eliminate the use of teachers, but rather have teachers present the material in a different light. The teacher still decides what students learn in the classroom (or maybe that’s already decided by  the government agency) but how they learn the material is up to the teacher. After interacting with Maple Learn and coming up with interesting solutions, students can trade their responses with their peers to evaluate one another’s responses, approaches, ideas, and solutions to a problem. Students definitely learn more from each other and I believe as teachers, we should capitalize on this aspect. With many jurisdictions around the world adopting a student-centered approach to learning, it is time we advance our teaching styles. Even with the recent advances in AI, we still need to teach our kids how to think, and to think deeply. Tech can definitely help in this regard. 

In summary, by emphasizing collaboration, critical thinking, and exploration, social constructivism encourages students to build their understanding of new concepts through interaction with others. Often seen as Thinking Classrooms, Maple Learn can supplement social constructivist classrooms by offering a blank canvas for students to explore mathematical concepts on their own, free from the limitations of traditional calculations and rote memorization. Together, these approaches can empower students to become active learners and critical thinkers, setting them on a path towards success in the classroom and beyond. Here are some “How-To” videos to help you get started with creating your own documents in Maple Learn. You can also browse the example gallery with thousands of existing examples here. Happy creating!