The development of learning activities according to students? learning styles within a constructivist learning approach: The case of the concepts of function and derivative

The aim of this study was to develop learning activities according to students? learning styles within a constructivist learning approach (CLA) and to identify the effects of these activities on students? academic success, attitude towards mathematics, preferences for activity types and their views on the learning process and environment.The study had a semi-experimental research design based on the pre test-post test model with a control group. The participants of the study were students studying at a state high school in İzmir in the 2010-2011 academic year. As part of the study, activities which were suitable to the students? learning styles were developed within CLA in line with McCarthy?s 4MAT system with 8 steps of learning and used for the teaching of the concepts of function and derivative. Quantitative and qualitative data were collected using data collection tools such as a personal information form, non-routine problems, a learning styles scale, a mathematics attitude scale, a preference scale for learning activities, student journals and interview forms. Descriptive and non-parametric statistics were used for the analysis of quantitative data. Qualitative data were analysed using descriptive and content analysis techniques.Data analysis indicated that in the experimental group, the learning process in which activities suitable to students? learning styles were used contributed to an increase in the students? academic success and problem solving skills. Yet there was no statistically significant difference in students? attitudes towards mathematics. The results implied that in both groups students? academic success and attitude levels in relation to their learning styles were not significantly different.Students? views on learning activities were generally positive. Moreover, students? preferences for learning activities in relation to their learning styles did not differ significantly. The activities had a positive effect on student views for learning mathematics. Some challenges and worries students expressed prior to the study were observed to still exist following the study. At the end of the study, the experimental group students indicated their desire and preference for student centred teaching, higher order cognitive skills, application, connection, computer assisted learning and group work.Keywords: Constructivist learning approach, learning style, learning activity, 4MAT system, high school students.