P.S./I.S. 54 takes a constructivist approach to mathematics learning involves the child as an active participant in the learning process. Existing ideas are used to make sense of new experiences and situations. Information acquired is interpreted by the learners themselves, who construct meaning by making links between new and existing knowledge. Experimentation, together with discussion among peers and between the teacher and the child, may lead to general agreement or to the re-evaluation of ideas and mathematical relationships. New ideas or concepts may then be constructed. The importance of providing the child with structured opportunities to engage in exploratory activity in the context of mathematics cannot be over emphasized. The teacher has a crucial role to play in guiding the child to construct meaning, to develop mathematical strategies for solving problems, and to develop self motivation in mathematical activities.

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