Module No.
3 Constructivist Theory in Teaching Mathematics in the Primary
Grades
Subject Code : MSC 2
Subject Description : Teaching Math in the Primary Grades
Term : 1st Semester
I. Learning Objectives:
● Demonstrate understanding and appreciation of the constructivist learning theory.
● Determine how the constructivist learning theory is applied in teaching mathematics in
the early grades.
II. Learning Outcomes:
● Students leadership cooperation seeking information and the presentation of
ideas.
● Their instructional strategies in the process of teaching based students thought,
experience
and interest.
III. Learning Resources:
1. Required Learning Resources
● laptop, Textbook, Print out activities, module.
2. Additional Learning Resources
● https//Info accelerate learning.com.constructivist
IV. Tasks to Complete:
● reading TMPG book
● home activities
● module
V. Content Items:
Lesson 3 Constructivist Theory in Teaching Mathematics in the Primary Grades
INTRODUCTION
The constructivist learning theory states that learning is an active process of creating meaning
from different experiences. In other words student 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 is able to draw ideas from his / her own experiences and connect
them to new ideas,
Constructivism was conceptualized by educational theorist Jean Piaget. Do you remember
him from your Psychology classes? Piaget believe 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 is
approximately so applied in teaching mathematics since math is cumulative.
Following Characteristics of Constructivist Teaching
1. Constructivist teachers invite students questions and ideas.
2. Constructivist teachers accept and encourage students invented ideas.
3. Constructivist teacher encourage student’s leadership, cooperation, seeking information
and the presentation of the ideas.
4. Constructivist teacher modify their instructional strategies in the process of teaching based
upon students thought experience and or interests.
5. Constructivist teachers use printed materials as well as 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 in
relation to particular cases 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 and ideas
of others.
11. Constructivist teachers are cooperative teaching strategies through student interaction and
respect sharing ideas and learning tasks.
12. Constructivist teachers encourage students to respect and use other people’s ideas.
Module No. 4 The Teaching Cycle
Subject Code : MSC 2
Subject Description : Teaching Math in the Primary Grades
Term : 1st Semester
I. Learning Objectives:
● Demonstrate an understanding and Appreciation of the instructional planning cycle.
III. Learning Outcomes:
● Describe the measurable skills, abilities knowledge or values that students
should be able to demonstrate as a result of a completing a course.
IV. Learning Resources:
3. Required Learning Resources
● laptop, Textbook, Print out activities, module.
4. Additional Learning Resources
● https//brooksankir—teaching cycle
VI. Tasks to Complete:
● Reading TMPG books
● home activities
● module
VII. Content Items:
Lesson 4 The Teaching Cycle
INTRODUCTION
The work of a teacher does not start and end in teaching per se. The teaching process is not a
linear activity that starts with planning and ends with testing, instead, it is a cycle of repeating
stages until the students acquire an understanding of the targeted concepts and skills. You
may think of the teaching cycle as a spring – you 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.
There are many models of the teaching cycle that various educators have developed over the
years. However all models boil down to six stages ;
1. Identify objectives
2. Plan instruction
3. Implement plan
4. Check for understanding
5. Reflect on teaching
6. Assess learning and reflect on results.
The cycle that involves these stages
1. Identify Objectives
What knowledge and/or skills do the students need to learn? You must be guided by
the content standards, performance standards and the learning competencies that are 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 it is important that you have mastered
the content of the lesson that you are about to teach.
3. Implement Plan
This is the stage where you conduct the learning activities that 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 that you need to
communicate.
4. Check for Understanding
Teaching is about helping student learn. During the implementation of the lesson plan,
you must have every now and then check whether the students have understood what you
have covered so far. Facial reactions and verbal cues help in assessing whether or not the
students can move on to another concept or skill.
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 improved? Your
answer to the last two questions will give an insight or how to improve instruction the next
time you teach the same lesson.
6. Access learning and reflect on the results
The 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.
John Aris F. Munoz
BEED 2-H
MODULE 1
VII. Review Questions:
How do you understand the constructivist learning theory? Consider the ff.
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?
VIII. Assessments:
Answer the ff. 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.
MODULE 2
VII. Review Questions:
Aside from classroom observations A lot can be learned from conversations with
teachers in the field. The ff. activity will require you to interview math teachers and
summarize what you learn from them in a diagram. This activity will be part of the
learning portfolio which you will compile at the end of the module.
1. Interview two mathematics teachers. Ask them about the stages of the teaching cycle
that they follow. Then create a diagram illustrating their common answers.
2. How is the Diagram you created in #1 similar or different from the cycle that was presented in
the lesson?
VIII. Assessments:
Answer the ff. questions to verbalize your understanding of the Teaching Cycle
1. In which stage/s of the teaching cycle are the students involved? Explain.
2. Which stage/s of the teaching cycle requires the teacher to reflect or teaching and
learning? Explain.
