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Lesson 3

Sana magamit moto

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Gerald Alfonso
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66 views

Lesson 3

Sana magamit moto

Uploaded by

Gerald Alfonso
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson 3

CONSRUCTIVIST THEORY IN TEACHING MATHEMATICS IN THE PRIMARY GRADES


Objective
 Demonstrate 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 stages the learning is an process of creating
meaning form different experiences. In other words, students learn best by trying
to make sense of something on their own 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 leaner 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 primary grades.
Think
Constructivism was conceptualized by educational theorist Jean Piaget. Do
you remember him form your psychology classes? Piaget believed that young
children learn by doing, constructing knowledge form experiences rather than
form 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 appropriately 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
teaching.
1. Constructivist teachers invite student question and ideas.
2. Constructivist teachers accept and encourage student’s invented ideas.
3. Constructivist teachers encourage student’s leadership, cooperation,
seeking information, and the 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 students question and answer.
7. Constructivist teachers encourage or invite student’s predictions of the
causes and effects in relation to particular cases and event.
8. Constructivist teachers help students to test their own ideas.
9. Constructivist teachers invite student’s ideas before the student is
presented with the ideas and instructional materials.
10.Constructivist teachers encourage student to challenge the concepts and
ideas of others.
11.Constructivist teachers use cooperative teaching strategies through student
interactions and respect, sharing ideas, and learning task.
12.Constructivist teachers encourage students to respect and use people’s
ideas.
Experience
So how is constructivist classroom different from a traditional classroom? In the
constructivist classroom, the focus shifts the teacher to the student. The
classroom is no longer a place where the student are seen as empty vessels to be
filled by the teacher. In a constructivist classroom, the student are actively
involved in their own learning. The teacher functions as a facilitator who guides,
prompts, 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 begins with the parts of the Curriculum emphasizes big
curriculum whole, emphasizing basic skills. concepts, beginning with the
whole and expanding to
include the parts.
Teachers disseminate information to Teachers have a dialogue with
Teacher’s students; students are recipients of students, helping students
role knowledge. construct their own
knowledge.
Students work primarily alone. Students work primarily in
Student’s groups.
role

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.

2. Expound why the constructivist theory is applicable in teaching


mathematics.
Challenge
How well do you understand the constructivist learning theory? Consider
the following scenarios and answer the question 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 children pour water into the pitcher.
They are learning how learning how much water it takes to fill the pitcher.
In which scenario do you think will the student learn? Why do you think
so?

Harness
The following activity will direct your observation skills to the teaching style
of the teacher. Note 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 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
constructivist lesson.
Summary
The constructivist learning theory takes place when we build on what
students already know. Moreover, it is student-centered, allowing the students
to take ownership of their own learning.

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