Abstract

The study harmonizes the absolutist and constructivist views of mathematics by providing a reconceptualized perspective as an alternative. This perspective is expected to contribute worthwhile classroom implications and philosophy in mathematics. The study used quasi-experimental three-group pretest-posttest research design to determine the effects of the teaching approaches Strict Absolutist, Strict Constructivist, and Reconceptualized on students’ mathematics learning experiences and achievement. The study involved 112 college freshmen taking up the BS mathematics program. A mathematics learning experiences inventory and a mathematics achievement test were developed and validated for the purpose of this study. The results of the study revealed that the reconceptualized approach to mathematics teaching can better improve students’ mathematics learning experiences and achievement compared with the other two teaching approaches, strict absolutist and strict constructivist. Based on the results of this study, teachers should provide students with rich learning opportunities that foster a better understanding of the nature of mathematics together with its history and vast applications so as to heighten students’ learning and experiences in mathematics.