The Role of John Zahorik’s Constructivist Model in Enhancing the Mathematical Thinking Skills of Secondary School Students in Babil City

Document Type : Original Article

Authors

1 Master's Student in Educational Management, Faculty of Humanities, University of Kashan, Iran

2 Department of Educational Sciences, Educational Sciences and Psychology, Mohaghegh Ardabili, Ardabil, Iran

10.22098/j9032.2025.16970.1041

Abstract

This study was conducted with the aim of examining the role of John Zahorik's constructivist model in enhancing the mathematical thinking skills of secondary school students in the city of  Babil. This model, which emphasizes active learning and student participation, is considered a suitable alternative to traditional methods of teaching mathematics. The study was conducted using a quasi-experimental design with a post-test and control group. The sample consisted of 70 students who were randomly divided into experimental and control groups. The research tools included a mathematics academic performance test and a scale for assessing mathematical thinking skills. Data analysis using Multivariate Analysis of Covariance (MANCOVA) showed that John Zahorik’s constructivist model significantly improved both academic performance and the enhancement of students' mathematical thinking skills. The results of this study suggest that teachers and educational policymakers should consider utilizing this model as an innovative and effective approach in mathematics educatio.

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