Lesson 3: Constructivist Theory in Teaching Mathematics

in the Primary Grades

Objectives:
• Demonstrates understanding and appreciation of the constructivist learning theory
• Determine how the constructivist learning theory is applied in teaching mathematics
in the early grades

Introduction
The constructivist learning theory states that learning is an active process of creating
meaning from different experiences. In other words, students learn best by trying to make
sense of something on their own with the teacher as a guide. DepEd (2016) specifically noted
constructivist theory as the backbone of the curriculum. According to DepEd, knowledge is
constructed when the learner when the learner is able to draw ideas from his/her own
experience 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 primary grades.

Think
Constructivist was conceptualized by educational theorist Jean Piaget. Do you
remember him for your psychology classes? Piaget believed that young children learn by
doing, constructing knowledge from experiences rather than from adults telling them about
their world. According to Piaget, and others who practice what is known as constructivist
education, the method most likely to truly educate students is one in which they experience
their world. Constructivist is so applied in teaching mathematics since math is a cumulative,
vertically structured discipline. One learns new math by building on the math that has been
previously learned.
Brooks & Brooks (1993) listed the following characteristics of constructivist teacher.
1. Constructivist teacher invite student questions and ideas.
2. Constructivist teacher accept and encourage students’ invented ideas.
3. Constructivist teachers encourage student’s leadership, cooperation, seeking
information, and presentation of the ideas.
4. Constructivist teachers modify their instructional strategies in the process of teaching
based upon students; thought, experience and or interest.
5. Constructivist teachers use printed materials as well as experts to get more
information.
6. Constructivist teachers encourage free discussion by way of new ideas inviting
student question and answer.
 7. Constructivist teachers encourage or invite students’ predictions of the causes and
effects in relation to particular cases and events.
8. Constructivist teachers help students to test their own ideas.
9. Constructivist teachers invite students’ ideas before the student is presented with the
ideas and instructional materials.
10. Constructivist teachers encourage students to challenge the concepts and ideas of
others.
11. Constructivist teachers use cooperative teaching strategies through student
interactions and respect, sharing ideas, and learning tasks.
12. Constructivist teachers encourage students to respect and use other people’s ideas.

Experience
So how is a constructivist classroom different from a traditional classroom? In a
constructivist classroom, the focus shifts from the teacher to the students. The classroom is no
longer a place where the students are seen as empty vessels to be filled by the teacher. In
constructivist classroom, the students are actively involved in their own learning. The teacher
functions as facilitator who guides prompts, and helps students to develop and assess their
own understanding.
The table below compares the traditional classroom to the constructivist one. Notice
differences in the foci of the curricula and the roles of teachers and students.
Traditional Classroom Constructivist Classroom
Curriculum Curriculum begins with the parts Curriculum emphasizes big
of the whole, emphasizing basic concepts, beginning with the whole
skills. and expanding to include the parts.
Teacher’s role Teachers disseminate information Teachers have a dialogue with
to students; students are recipients students, helping students construct
of knowledge. their own knowledge.
Student’s role Students work primarily alone. Students work primarily in groups.

Assess
Answer the following questions to verbalize your understanding of the constructivist
learning theory.

1. What is the constructivist theory? Explain it in your own words.

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 2. Expound why the constructivist theory is applicable in teaching mathematics.
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Challenge
How well do you understand the constructivist learning theory? Consider the
following scenarios and answer the questions that follow.
Scenario 1
A teacher told the students, “Four glasses of water will fill this pitcher.”

Scenario 2
A teacher provides a glass and lets the children pour water into the pitcher. They are learning
how much water it takes to fill the pitcher.
In which scenario do you think will the students learn better? Why do you think so?
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Harness
The following activity will direct your observation skills to the teaching style of the
teacher. Note that this is not an activity to criticize the teacher. The purpose is for you to
develop keen observation skills on teaching styles implemented in the classroom, and later
on, suggest ways to improve the learning activities. This activity will be part of the learning
portfolio which you will compile at the end this module.
Observe a Grade 3 mathematics class. Did the lesson develop in a constructivist way?
If yes, describe the part of the lesson that followed constructivism. Otherwise, how you
would revise the lesson in order to facilitate a constructivist lesson.
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