GED 109

TEACHING MATH IN THE

PRIMARY GRADES
 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 independently 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 can draw ideas from
their own experiences and connect them to new ideas. In this lesson, you will learn
about constructivist learning and other theories and how these are applied in teaching
mathematics in the primary grades.

Climbing Up!

In this activity, we will check your schema regarding mathematical concepts for primary
grades. Using all available resources, search for mathematical competencies that are
pre-requisite from one another. Begin at the base of the ladder and work your way up.
You may refer to the MELCs (Most Essential Learning Competencies) as a basis to
verify if your answers are correct. Remember to always cite your source.
SOURCE:
1. What can you observe from the arrangements of the mathematical competencies
in your ladder?

2. Looking back at your ladder, do you think effective learning can be achieved if we
will start with the competency at the top going down? Support your answer.
CONSTRUCTIVISM
Educational theorist Jean Piaget conceptualized constructivism. Do you remember him
from your psychology classes? Piaget believed that young children learn by doing,
constructing knowledge from experiences rather than 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 the one in which they
experience their world. Constructivism is applied appropriately in teaching mathematics
since math is a cumulative, vertically structured discipline. One learns new math by
building on the math that has been previously known.
Brooks & Brooks (1993) listed the following characteristics of constructivist
teaching.
1. Constructivist teachers invite students’ questions and ideas.
2. Constructivist teachers accept and encourage students' invented ideas.
3. Constructivist teachers encourage students’ leadership, cooperation, seeking
information, and the presentation of ideas.
4. Constructivist teachers modify their teaching strategies based on students; thoughts,
experience, and or interests.
5. Constructivist teachers use printed materials and experts to get more information.
6. Constructivist teachers encourage free discussions by way of new ideas inviting
student questions and answers
7. Constructivist teachers encourage or invite students' predictions of the causes and
effects of particular cases and events.
8. Constructivist teachers help students to test their 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.
THE
CONSTRUCTIVIST CLASSROOM
A constructivist teacher and a constructivist classroom exhibit several discernable
qualities markedly different from a traditional or direct instruction classroom. A
constructivist teacher can flexibly and creatively incorporate ongoing experiences in the
school into the negotiation and construction of lessons with small groups and
individuals. The environment is democratic, the interactive and student-centered
activities, and the students are empowered by a teacher who operates as a
facilitator/consultant. Constructivist classrooms are structured to immerse learners in
experiences within which they may engage in meaning-making inquiry, action,
imagination, invention, interaction, hypothesizing, and personal reflection. Teachers
need to recognize how people use their own experiences, prior knowledge, perceptions,
and physical and interpersonal environments, to construct knowledge and meaning. The
goal is to produce a democratic classroom environment that provides meaningful
learning experiences for autonomous learners.
Implications and Recommendations Research suggests that constructivist teaching is
an effective way to teach. It encourages active and meaningful learning and promotes
responsibility and autonomy. Because constructivist teaching is beneficial in achieving
desirable educational goals for students, teachers need to grow professionally towards
a constructivist practice.
It is confirmed that the responsibility for the professional development of teachers falls
mainly on the teachers themselves. Teachers generally recognize this concept;
however, the incentive to pursue personal, professional development throughout one's
career is frequently lacking in teachers. For example, the importance of collegial sharing
and support is widely accepted yet infrequently practiced except informally. Similarly,
teachers familiar with reflective practice resist it even though they recognize its
importance in encouraging an awareness of how our students learn and, therefore, how
we need to teach. Teachers need to be provided with opportunities, resources, support,
encouragement, and recognition in their professional development pursuits. They need
to know that their colleagues, administrators, and school boards support their efforts.
OTHER EDUCATIONAL THEORIES IN TEACHING MATHEMATICS
SITUATED LEARNING
This is an instructional approach developed by Jean Lave and Etienne Wenger in the
early 1990s and follows the work of Dewey, Vygotsky, and others who claim that
students are more inclined to learn by actively participating in the learning experience.
Situated learning essentially creates meaning from the actual activities of daily living
where learning occurs relative to the teaching environment.
It has been applied in the context of technology-based learning activities for schools
that focus on problem-solving skills.
Examples of situated learning activities:
♣ Field trips where students actively participate in an unfamiliar environment
♣ Cooperative education and internship experiences in which students are immersed
and physically active in an actual work environment
♣ Music and sports (physical education) practice which replicates the actual setting of
these events, e.g., orchestras, studios, training facilities
♣ Laboratories and child-care centers used as classrooms in which students are
involved in activities that replicate actual work settings
Educational Implications
Situated learning environments place students in authentic learning situations where
they are actively immersed in an activity while using problem-solving (critical thinking)
skills. These opportunities should involve a social community that replicates real-world
situations. In the end, the situated learning experience should encourage students to
tap their prior knowledge and to challenge others in their community.
EXPERIENTIAL LEARNING THEORY
This is a process through which students develop knowledge, skills, and values from
direct experiences outside a traditional academic setting. David Kolb believed that
students learn best when they like the experience of learning. He asserts that students
can learn through concrete experience, observation and reflection, abstract
conceptualization, and active experimentation.
Experiential Learning Stages
1. Concrete Experience - a new experience or situation is encountered or a
reinterpretation of existing knowledge.
2. Reflective Observation of the New Experience - inconsistencies between experience
and understanding are essential.
3. Abstract Conceptualization-reflection gives rise to a new idea or a modification of an
existing abstract concept
4. Active Experimentation - the learner applies their idea(s) to the world around them to
see what happens
Experiential Learning Styles
♣ Activist (students enjoy the experience itself)
♣ Reflector (student spends a great deal of time and effort in reflecting)
♣ Theorist (the student is good at making connections and abstracting ideas from
experience)
♣ Pragmatist (student enjoys the planning stage)
Experiential Learning Cycle

Educational Implications
Both Kolb's (1984) learning stages and cycle could be used by teachers to critically
evaluate the learning provision typically available to students and develop more
appropriate learning opportunities.
Educators should ensure that activities are designed and carried out in ways that offer
each learner the chance to engage in the manner that suits them best.
Mathematics requires experiential learning where students are involved in their
understanding of mathematical concepts and practices. Through this type of learning,
students can identify problems, use constructive reasoning to make viable arguments,
and apply mathematics in real-life issues.
REFLECTIVE LEARNING THEORY
This involves students thinking about what they have read, done, or learned, relating the
lesson to their own lives and making meaning out of the material. It's more than just
memorizing some facts, formulas, or dates.
Advantages of Reflective Learning
♣ Accepting responsibility for your learning and, as a result, for your personal growth
♣ Becoming metacognitive, or aware of your internal thinking processes
♣ Becoming aware of your motives with your actions
♣ Seeing a link between the work you are putting into learning and what you are getting
out of it
Gibbs’s Reflective Learning Cycle

Educational Implications
Reflection leads to better teaching and learning. Education is more complex, but it is
also a combination of many small and repetitive tasks that all come together to form a
bigger picture. Reflective teaching helps you understand how to perform each little part
better to create a better future.
In a world of teaching standards based on student outcomes, being able to reflect upon
your classroom activities may seem like a luxury that most teachers do not have time
for. In reality, what seems like a luxury can help you provide higher-quality educational
opportunities to the young people you serve. It will make you a better teacher, but it will
also help you develop your students into better learners.
DISCOVERY LEARNING THEORY
This is an inquiry-based, constructivist learning theory that takes place in
problem-solving situations where the learner draws on their own past experience and
existing knowledge to discover facts and relationships and new truths to be learned.
Key Concepts:
1. Students interact with the world by exploring and manipulating objects, wrestling with
questions and controversies, or performing experiments. As a result, students may be
more likely to remember concepts and knowledge discovered on their own;
2. Models that are based upon the discovery learning model include:
♣ Guided discovery
♣ Problem-based learning
♣ Simulation-based learning
♣ Case-based learning
♣ Incidental learning
♣ Cooperative Learning
Educational Implications
Early research demonstrated that directed discovery had positive effects on the
retention of information at six weeks after instruction versus that of traditional direct
instruction.
It is believed that the outcome of discovery-based learning is the development of
inquiring minds and the potential for life-long learning.
Discovery learning promotes student exploration and collaboration with teachers and
peers to solve problems. Children can also direct their inquiry and be actively involved
in the learning process, which helps with student motivation.
INQUIRY-BASED LEARNING
An approach to learning emphasizes the student’s role in the learning process. Rather
than the teacher telling students what they need to know, students are encouraged to
explore the material, ask questions, and share ideas.
This uses different approaches to learning, including small-group discussion and guided
learning. Instead of memorizing facts and material, students learn by doing. This allows
them to build knowledge through exploration, experience, and discussion.
Educational Implications
One of the difficulties of traditional teaching techniques is that they often require
students in a classroom to learn the same material the same way. While this method
may work for some students, many don’t fully process information administered
traditionally. Inquiry-based learning allows each student to engage with the material to
learn from it in their unique way individually. This helps to reduce the lack of focus,
apathy, or frustration that students feel when they’re struggling to learn via traditional
methods

1. Why is it essential that a mathematics teacher acquire an in-depth

understanding of the different theories and principles concerning teaching
Mathematics?
2. How can these theories and principles be utilized in an actual classroom setup?

3. Which of the following theories on teaching Mathematics would you follow if you
were to become a teacher one day? Explain your answer.
Kindly use all available resources to provide a summary of the pros and cons of each
theory on teaching Mathematics. Don’t forget to cite your reference/s.

THEORY PROS CONS

CONSTRUCTIVISM

SITUATED
LEARNING

EXPERIENTIAL
LEARNING
 REFLECTIVE
LEARNING

DISCOVERY
LEARNING

INQUIRY-BASED
LEARNING
 The work of a teacher does not start and end in teaching per se. The teaching
process is not a linear activity that begins with planning and ends with testing. Instead, it
is a cycle of repeating stages until the students understand the targeted concepts and
skills. You may think of the teaching cycle as a spring-you go through the same process
over and over again, but each time with a more informed objective and a better
understanding of what it means to learn and teach mathematics.
1. What can you infer from the answer of your Interviewee?

2. Why do you think it’s essential to ensure a smooth transition between classroom
activities?

3. If you can suggest a point of improvement to how your Interviewee conducts their
lesson, what would it be?
 There are many models of the teaching cycle that various educators have
developed over the years. However, all models boil down to six common stages: (1)
identify objectives, (2) plan instruction, (3) implement plan, (4) check for understanding.
(5) reflect on teaching, and (6) assess learning and reflect on results.
The cycle that involves these stages is illustrated below.
Study the figure. What do you observe? Do you now get the idea of the teaching
process as a cycle? The following describes each stage of the learning cycle.
1. Identify objectives
What knowledge and skills do the students need to learn? You must be guided by the
content standards, performance standards, and learning competencies found in the
curriculum guide.

2. Plan instruction
What strategies must be implemented for the students to achieve the objectives
targeted in the previous stage? In planning instruction, you must mastered the content
of the lesson that you are about to teach. It is also beneficial to be familiar with your
students what they know how they learn; you will learn more about instructional
planning in the next chapter.
3. Implement the plan
This is the stage where you conduct the learning activities you have prepared during the
planning stage. A word of advice: Even though you have carefully and delicately
planned for the lesson, you must be flexible with the possible changes you need to
accommodate. How will you know whether change is necessary? Read on to the next
stage.
4. Check for understanding
Teaching is about helping students learn. During the implementation of the lesson plan,
you must now and then check whether the students have understood what you have
covered so far. Facial reactions and verbal cues help assess whether the students can
move on to another concept or skill. If not, you might need to give a more elaborate
explanation, more examples, or whatever you think is required based on the students'
reactions.
5. Reflect on teaching
You must evaluate every teaching period that you finished. Were the objectives
achieved? Were the implemented strategies effective? How can instruction be
improved? Your answers to the last two questions will give you an insight on how to
improve instruction the next time you teach the same lesson. However, if your answer in
the first question is no, i.e., the objectives were not met, then you need to plan again.
What do you need to do differently in order to achieve the objectives?
6. Assess learning and reflect on the results
This stage gives you a concrete measure of what the students have learned. In math,
this is usually through a paper-and-pen examination. However, some authentic
assessments may also be implemented as you will learn in the later chapters of this
book. Take note that this stage does not end in assessing learning. You need to reflect
on the results. What can you learn about student learning and teaching practice based
on the results?
After assessment and reflection, you will once again identify the next learning goals,
and so the cycle continues.

Conceptualize a learning plan that can be implemented in the classroom using the
model above. You must select your lesson objective from the DepEd K-12 Most
Essential Learning Competencies (MELCs). Each stage should contain a summary (no
more than two to three sentences) of the process and strategies you will employ. You
may browse the internet for age-appropriate activities; however, you must cite your
source below.

Identify
objectives

Plan
instruction

Implement the
plan

Check for
understanding

Reflect on
teaching

Assess
learning and
reflect on the
results
REFERENCE/S:

Attachment

(10) (8) (6)

Main idea Presents the main idea and There is a central idea A vague sense of the main
supports it throughout the supported throughout idea is weakly supported
paper. most of the article. throughout the piece.
Organization Well-planned and An overall sound Although some of the
well-thought-out. Includes organization includes the administrative tools are
title, introduction, central main organizational tools. used weakly or missing,
idea statement, transitions, there is a sense of
and conclusion. organization.
Content Exceptionally Well-presented and Content is sound and
well-presented and argued; argued; ideas are solid; ideas are present
ideas are detailed, detailed, developed, and but not mainly developed
well-developed, supported supported with evidence or supported; some
with specific evidence & and details, primarily evidence is usually
facts, and examples, and specific. generalized.
particular details.
Citation/Source Sources are exceptionally Sources are well Sources support some
s well-integrated, and they integrated and support claims made in the paper
support claims argued in the paper’s claims. There but might not be
the paper very effectively. may be occasional errors. integrated well within the
Quotations and paper’s argument.
introductory statements of
authors are used
effectively.
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