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Math 102

The document discusses the constructivist learning theory and how it can be applied to teaching mathematics in intermediate grades. It explains that constructivism emphasizes active learning, problem-solving, and students constructing their own knowledge from experiences. The key principles are outlined, including active engagement, building on prior knowledge, social interaction, and problem-solving. Examples are given of how constructivism can be implemented in math instruction, such as using manipulatives, group activities, inquiry-based learning, and formative assessment. The benefits are said to include a deep understanding of concepts, improved problem-solving skills, increased motivation, and individualized learning.

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34 views13 pages

Math 102

The document discusses the constructivist learning theory and how it can be applied to teaching mathematics in intermediate grades. It explains that constructivism emphasizes active learning, problem-solving, and students constructing their own knowledge from experiences. The key principles are outlined, including active engagement, building on prior knowledge, social interaction, and problem-solving. Examples are given of how constructivism can be implemented in math instruction, such as using manipulatives, group activities, inquiry-based learning, and formative assessment. The benefits are said to include a deep understanding of concepts, improved problem-solving skills, increased motivation, and individualized learning.

Uploaded by

pascuafebbieannd
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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MON

T
H2 0X
X

C o ns
truct
in Te ivist
a
Math ching Theo
e r y
Inte matics
rmid i n the
eate
Grad
es
Fe
bbie A
nn D .
BEEd P a sc u
2 a
Ob jec tives

• Demonstrate understanding and


appreciation of the constructivist learning
theory .
• Determine how the constructivist
learning theory is applied in teaching
ADD A FOOTER
mathematics. 2
d uc t io n
Intro

• DepEd (2016) specifically noted constructivist theory as the


backbone of the curriculum. According to DepEd, knowledge is
constructed when the learner is able to draw ideas from
his/her own experiences and connect them to new ideas.

• In this lesson, you will learn about the constructivist learning


theory and how it is applied in teaching mathematics in the
intermediate grades.
3
Think
• Constructivist was conceptualized by educational theorist Jean Piaget. Piaget
believed that young children learn by constructing knowledge from
experiences rather than from adults telling them about the world.
• Constructivism is appropriately applied in teaching mathematics since math
is a cumulative and vertically structured discipline. One learns new math by
building on the math that has been previously learned.
• Constructivist theory is a prominent framework in education that
emphasizes active learning, problem-solving, and the construction of
knowledge by students. When applied to teaching mathematics in
intermediate grades (typically grades 3-8), it can promote a deeper
understanding of mathematical concepts and enhance students' problem- 4
solving skills.
i n ci p l e s of
K ey P r T h e o r y :
ructivi s t
Const

1. Active Engagement: Constructivism advocates for active student


engagement in the learning process. In mathematics, this means
encouraging students to explore, manipulate, and experiment with
mathematical concepts and problems.

2. Prior Knowledge: Constructivism recognizes that students come to the


classroom with pre-existing knowledge and experiences. Effective
mathematics instruction builds upon this prior knowledge, connecting
new concepts to what students already understand.

5
i n ci p l e s of
K ey P r T h e o r y :
ructivi s t
Const

3. Social Interaction: Collaborative learning and group activities play a


significant role in constructivist classrooms. Students discuss and share
their mathematical ideas, which fosters a deeper understanding through
peer interaction.

4. Problem-Solving: Constructivism places a strong emphasis on


problem-solving. Mathematics problems are often presented in real-world
contexts, encouraging students to apply mathematical concepts to
practical situations.

6
i n ci p l e s of
K ey P r T h e o r y :
ructivi s t
Const

5. Scaffolding: Teachers provide support and guidance to students as they


learn. This support is gradually reduced as students become more
proficient, allowing them to take ownership of their learning.

7
1. Contextual Learning: Mathematics lessons are
designed to incorporate real-world scenarios and
everyday applications. For instance, teaching
fractions can involve baking or dividing tasks,
making math relevant and engaging.

2. Manipulatives and Visual Aids: The use of


manipulatives, such as blocks, counters, or
interactive software, helps students visualize
abstract mathematical concepts, making them
more tangible and accessible.
8
3. Group Activities: Group projects and
collaborative problem-solving activities promote
peer interaction and the exchange of ideas,
enhancing mathematical understanding.

4. Inquiry-Based Learning: Teachers pose open-


ended questions and encourage students to explore
solutions independently, fostering critical thinking
and problem-solving skills.
9
5. Formative Assessment: Constructivist
classrooms often rely on ongoing formative
assessment techniques to gauge student
understanding. This feedback informs
instruction and allows for adjustments to
meet individual student needs.

10
n s t r u c t i v i s t
e f i t s o f C o
Ben s t r u c t i o n :
h e m a t i c s I n
Ma t
1. Deep Understanding: Students develop a
deeper and more meaningful understanding of
mathematical concepts because they actively
construct their knowledge.

2. Improved Problem-Solving: Constructivist


approaches enhance students' ability to solve
complex math problems by emphasizing
critical thinking and reasoning.
11
n s t r u c t i v i s t
e f i t s o f C o
Ben s t r u c t i o n :
h e m a t i c s I n
Ma t
3. Motivation: Engaging, real-world
mathematics activities and collaboration
can increase students' motivation to learn
and participate in math class.
4. Individualized Learning: Teachers can
tailor instruction to address the diverse
needs of students, as constructivist
classrooms are student-centered.
12
i ze thi s
Custom
T e m pla t e

Template Editing Instructions


and Feedback

13

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