Enhancing Student Engagement and Learning Outcomes Through Constructivist and Humanist Teaching Approaches in Secondary Mathematics Education
Abstract
This study explores the integration of constructivist, humanist, and growth mindset approaches in mathematics instruction for A-level students. Drawing on theories by Bruner, Rogers, Dweck, and Vygotsky, the research examines how tailored teaching strategies, collaborative learning, and formative assessment can enhance student motivation, engagement, and retention of knowledge. Classroom-based observations and reflective practice were used to evaluate the effectiveness of various instructional methods, including group work, pair work, kinaesthetic activities, and real-life contextualization. Findings suggest that adaptive teaching strategies and student-centered learning environments contribute to improved confidence, active participation, and conceptual understanding in mathematics.
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