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This study investigated the use of interdisciplinary learning activity task to construct students’ knowledge in Mathematics. A quantitative method using a pre-experimental design focusing on one-group pre- and post-test design was used for this study. The findings were also triangulated with the students’ collected reflective journal artefact documents. Each student journal was analysed using the identified learning activity stages within the RBC-model, where the R denotes Recognising, B is Building with and C means Constructing. The results showed an improvement in the students’ achievement, and they were able to construct the mathematics knowledge by means of collaboration among group members.
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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