Rola nauczyciela w tworzeniu warunków do rozwijania zdolności uczenia się matematyki po I etapie edukacji – perspektywa konstruktywistyczna

Abstrakt

The article examines the role of the teacher in developing students’ ability to learn mathematics after the first stage of education within a constructivist framework. Learning to learn is conceptualized as a gradual transition from dependence on the teacher to self-regulation, from supported to independent activity, and from method-oriented instruction to knowledge-centered learning. This process involves cognitive development and the shaping of reflective, conscious participation, in line with the concept of the zone of proximal development, where teacher support is progressively reduced in favour of students’ autonomy. The study was conducted as action research involving 56 fourth-grade students from a public primary school. Iterative instructional interventions enabled examination of the significance of teaching strategies and the organization of the learning environment for students’ cognitive engagement and participation in mathematical activity. The research methods included observation, analysis of students’ work, and unstructured interviews.

The teacher is presented as a mediator of meanings, organizer of the learning environment, tutor, and facilitator. The findings highlight the importance of concrete representations, psychological safety, and teacher–student relationships in supporting motivation and students’ learning skills.