The 5E instructional model of constructivism in mathematics education: Teachers’ beliefs and classroom practices

Muhammed Shittu; Jogymol Kalariparampil Alex

doi:10.29333/ejmste/16884

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Muhammed Shittu ¹ ^* , Jogymol Kalariparampil Alex ¹

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¹ Department of Curriculum and Instruction, College of Education, UAE University, Al Ain, Abu Dhabi, UAE^* Corresponding Author

Abstract

The study explores the beliefs and practices of mathematics teachers regarding the use of the 5E instructional model of constructivism in teaching mathematics. In addition, the study also examines the impact of variables such as gender, educational attainment, school type, age group, and experience level on the implementation of the 5E instructional model. Data collected from a sample of 94 mathematics with responses analyzed using descriptive statistics and nonparametric tests the study shows that the 5E instructional model of constructivism improves the teaching and learning processes in mathematics. The study also found that the educational attainment of teachers, age group, gender, and experience level of mathematics teachers was found to influence the utilization of the 5E instructional model in teaching and learning mathematics. However, different school types of teachers (private vs. government) did not influence the use of the 5E instructional model.

Keywords

constructivism
5E instructional model
mathematics
teaching
mathematics education

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 9, September 2025, Article No: em2704

https://doi.org/10.29333/ejmste/16884

Publication date: 05 Sep 2025

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Article Downloads: 419

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How to cite this article

APA

Shittu, M., & Alex, J. K. (2025). The 5E instructional model of constructivism in mathematics education: Teachers’ beliefs and classroom practices. Eurasia Journal of Mathematics, Science and Technology Education, 21(9), em2704. https://doi.org/10.29333/ejmste/16884

Vancouver

Shittu M, Alex JK. The 5E instructional model of constructivism in mathematics education: Teachers’ beliefs and classroom practices. EURASIA J Math Sci Tech Ed. 2025;21(9):em2704. https://doi.org/10.29333/ejmste/16884

AMA

Shittu M, Alex JK. The 5E instructional model of constructivism in mathematics education: Teachers’ beliefs and classroom practices. EURASIA J Math Sci Tech Ed. 2025;21(9), em2704. https://doi.org/10.29333/ejmste/16884

Chicago

Shittu, Muhammed, and Jogymol Kalariparampil Alex. "The 5E instructional model of constructivism in mathematics education: Teachers’ beliefs and classroom practices". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 9 (2025): em2704. https://doi.org/10.29333/ejmste/16884

Harvard

Shittu, M., and Alex, J. K. (2025). The 5E instructional model of constructivism in mathematics education: Teachers’ beliefs and classroom practices. Eurasia Journal of Mathematics, Science and Technology Education, 21(9), em2704. https://doi.org/10.29333/ejmste/16884

MLA

Shittu, Muhammed et al. "The 5E instructional model of constructivism in mathematics education: Teachers’ beliefs and classroom practices". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 9, 2025, em2704. https://doi.org/10.29333/ejmste/16884