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Constructivist Approach in Primary Math Teaching

The document discusses the constructivist learning theory and how it applies to teaching mathematics in primary grades. It states that constructivism involves students actively constructing their own understanding from experiences rather than passively receiving information from teachers. Effective constructivist teaching focuses on students, uses cooperative learning, and facilitates student-led inquiry. The document provides examples of constructivist and traditional classroom characteristics and assessments teachers' understanding of constructivism principles.

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Mitzi. Sumadero
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231 views4 pages

Constructivist Approach in Primary Math Teaching

The document discusses the constructivist learning theory and how it applies to teaching mathematics in primary grades. It states that constructivism involves students actively constructing their own understanding from experiences rather than passively receiving information from teachers. Effective constructivist teaching focuses on students, uses cooperative learning, and facilitates student-led inquiry. The document provides examples of constructivist and traditional classroom characteristics and assessments teachers' understanding of constructivism principles.

Uploaded by

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

Lesson 3

Constructivist Theory in Teaching Mathematics


in the Primary Grades

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.

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
constricted 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 primary grades.

Think
Constructivism was conceptualized by educational theorist Jean Piaget. Do you
remember him for your psychology classes? Piaget believed that young children learn by
constructing knowledge from experiences rather than from adults telling them about the
world. According to Piaget and others who practice constructivist education, the method that
is the most likely to educate the students is the one in which they experience their 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.
Brooks & Brooks (1993) listed the following characteristics of constructivist teaching.
1. Constructivist teachers invite student questions 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 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 student’s 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 student’s 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 the
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
a constructivist classroom, the students are actively involved in their own learning. The
teacher functions as a 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 Curriculum emphasizes big
parts of the whole, concepts, beginning with
emphasizing basic skills. the whole and expanding to
include the parts.
Teacher’s role Teachers disseminate Teachers have a dialogue
information to students; with students, helping
students are recipients of students construct their
knowledge. own knowledge.
Student’s role Students work primarily Students work primarily in
alone. 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.

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 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?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Harness
The next activity will expose you to an actual mathematics class. You will do numerous
classroom observations throughout this module. In this activity, 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 suggests ways to improve the learning activities. This activity will be
part of the learning portfolio that you will compile at the end of 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, explain how
you would revise the lesson in order to facilitate a constructivist lesson.

Summary
The constructivist learning theory states that learning takes place when we would
build on what the students already know. Moreover, it is student-centered, allowing the
students to take ownership of their own learning.

Common questions

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Constructivist theory emphasizes that learning is an active process where students create meaning from experiences, drawing on prior knowledge to assimilate new information. Key principles include inviting student questions, adapting teaching strategies based on student interest and understanding, and encouraging collaboration and discussion. In mathematics, these principles support learning by allowing students to build on previously acquired knowledge, promoting deeper understanding through hands-on activities and exploration .

Using real-world examples in a constructivist math classroom is highly effective as it contextualizes abstract concepts, aiding student comprehension. It helps students see the relevance of mathematics in everyday life and encourages them to apply theoretical knowledge practically. This approach aligns with constructivist principles by allowing students to draw connections between familiar experiences and new ideas, fostering more meaningful learning and long-term retention of mathematical concepts .

Implementing constructivist strategies in math classrooms can be challenging due to varied student abilities and ensuring all students engage meaningfully with the content. Teachers might struggle with managing diverse learning paces and fostering genuine inquiry in group settings. Solutions include differentiated instruction, where activities are tailored to student skill levels, and using open-ended questions to stimulate interest and discussion. Continual assessment of student understanding through formative feedback can help tailor instruction dynamically based on observed needs .

A constructivist approach can be adapted for a diverse classroom by employing differentiated instruction strategies that cater to different learning styles and abilities. Teachers can use open-ended tasks that allow for multiple entry points and varied paths to solutions, accommodating different skill levels. Group work, where peers support each other's learning, along with continuous, informal assessments, helps identify individual needs and progress. Additionally, incorporating a range of resources and activities ensures that each student finds the learning process accessible and engaging .

In a constructivist classroom, the curriculum emphasizes big concepts, beginning with the whole and expanding to parts, whereas a traditional classroom starts with the parts of the whole, focusing on basic skills. The role of the teacher in a constructivist classroom is to facilitate students' self-directed learning, whereas in traditional settings, the teacher disseminates knowledge with students as passive recipients. Students in constructivist classrooms primarily engage in group work to construct understanding collaboratively, unlike in traditional environments where individual work is predominant .

Encouraging free discussion and student predictions in the constructivist math classroom allows students to verbalize their thoughts, clarifying their understanding and refining their ideas through peer interaction. This active engagement supports critical thinking as students predict outcomes and subsequently validate or revise their predictions based on peer feedback and self-discovery. Such practices enable them to develop reasoning skills and a deeper conceptual understanding, which are vital for mathematical proficiency .

Constructivist teaching fosters student autonomy by allowing students to take the lead in their learning process. Teachers encourage students to pose their own questions, explore personal ideas, and engage in problem-solving activities, thereby nurturing leadership and cooperation skills. This method gives students the freedom to explore mathematical concepts at their own pace and devise personal strategies to solve problems, fostering a sense of ownership and responsibility for their learning outcomes .

As facilitators, teachers guide rather than dictate learning, prompting students to explore, question, and reflect on their learning processes. This role supports students in taking ownership of their education, enhancing motivation and engagement. It encourages independent and collaborative problem-solving, which can lead to improved critical thinking and analytical skills. By acting as facilitators, teachers help students construct their own understanding, resulting in more meaningful and retained learning outcomes .

Constructivist theory is effective in teaching mathematics as it highlights the cumulative and structured nature of the discipline. Mathematics learning builds on previously acquired concepts, supporting the idea that students should actively construct knowledge by linking new mathematical ideas to existing knowledge structures. This approach encourages deeper understanding and retention as students learn through interacting with math problems and discovering solutions themselves rather than memorizing formulas or procedures .

Collaboration in constructivist classrooms allows students to share different perspectives and approaches to solving mathematical problems, which can lead to a deeper understanding of concepts through peer learning. As students articulate their thought processes and challenge each other's ideas, they refine their understanding and communication skills. Collaboration also helps students negotiate and co-construct knowledge, which reinforces their learning and makes abstract math concepts more concrete and relatable .

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