PROBLEM-BASED
Problem Identification
Why do you think elementary students are disengaged in the math lesson?
Elementary students are disengaged in the math lesson because the teaching method is
not interesting or interactive. The teacher is only using the textbook and writing on
the board, which makes the lesson feel boring and hard to understand. Many students
don’t join in, some are distracted, and others stay quiet because they don’t fully
understand fractions.
What are the possible reasons for their low participation?
The low participation could be due to several reasons: the lesson is too abstract, it
doesn’t connect to real life, and there are no fun or hands-on activities. Students often
learn best through play, group work, and using objects they can see and touch.
How can fractions be made more relatable to young learners?
To make fractions more relatable, teachers can use real-life examples like cutting
pizza or sharing chocolate bars. Using visual aids, games, and hands-on tools like
fraction strips or blocks can also help students understand better and enjoy learning.
STEPS
Exploring Teaching Strategies:
To make fractions more engaging, we looked into a range of creative teaching
methods. One effective approach is using manipulatives like fraction strips,
measuring cups, or even toy pizza slices that students can touch and move around to
physically see how parts make up a whole.
We also found that games such as fraction bingo or fun online puzzles can turn
learning into a playful experience, keeping students motivated.
Storytelling works wonders too imagine telling a story about a baker who has to
divide ingredients to make cupcakes for a party. It’s a simple way to bring math to life.
And of course, real-life applications like cooking, dividing snacks, or using building
blocks help students connect what they’re learning to things they experience every
day.
Understanding How Kids Learn:
Based on Piaget’s theory of cognitive development, students around Grade 5 are
usually in the Concrete Operational Stage. This means they learn best when they can
work with tangible, hands-on materials instead of just listening to explanations or
reading from a book. They need to "see and do" to fully grasp abstract concepts like
fractions.
What Gets in the Way of Engagement?
There are a few key barriers that might make students tune out during math
lessons:
● Relying too much on traditional or repetitive teaching styles.
● Not giving students the chance to work together and talk about what they’re
learning.
● Using too few visual or interactive tools.
● And most importantly, not showing students why the lesson matters to them.
Learning Theories That Guide Our Plan
We’re grounding our lesson in Constructivist theories from thinkers like
Piaget and Vygotsky. These suggest that students learn best when they’re actively
involved building their own understanding through exploration and collaboration.
We’re also drawing from Howard Gardner’s theory of Multiple Intelligences,
which reminds us that students learn in different ways. Some are visual learners,
others are hands-on, and some thrive in group settings. By offering a variety of
activities, we can reach more students in ways that resonate with them.
Solution Development
As a teacher, it is very important to know the needs of your students according
to their capabilities and differences. In this situation, where we are going to make a
strategy for them to be actively participate and collaborate with each other, we need to
use some guidelines and techniques.
For example, the cooperative learning theory.
Cooperative learning theory emphasizes that students learn more effectively
when they work together in small groups on a shared task.
-The key elements of cooperative learning include positive interdependence,
individual accountability, promotive interaction, appropriate use of social skills, and
group processing.
One of the theoretical foundations of cooperative learning is the
constructivism.
-This theory, influenced by thinkers like Lev Vygotsky, Jean Piaget, and John
Dewey, emphasizes that learning is an active process where individuals construct
knowledge through social interactions and experiences.
- Vygotsky's Zone of Proximal Development (ZPD):
This concept suggests that learning occurs when students engage in
collaborative activities with more knowledgeable peers or adults, pushing them to
learn beyond their current capabilities.
- here are some techniques to encourage the students to engage with their
peers and with their teacher.
* Group problem-solving activities (real-world scenarios)
* Hands on manipulation using real objects and technology.
* Peer Tutoring
Examples:
*Fraction Wall:
Create a visual representation of fractions using different materials like paper strips,
sticks, or even food. This helps students understand the relationship between different
fractions and how they relate to a whole.
*Pizza Fraction:
- Bringing pizza or cake in the classroom to demonstrate fractions and compare
different portions.
-Different concrete tools are available to illustrate the different fraction models
including fraction tiles, fraction circles, Cuisenaire Rods, Geoboards, and different
colored objects such as chips or clips.
PHASE 1
1. What are the signs of disengagement in the elementary classroom scenario?
Students may look bored, not pay attention, talk to friends, play with things, or
avoid doing their work.
2. Why do you think students are showing low participation?
The lesson might be too hard, not interesting, or they don’t understand what to
do.
3. How do elementary students typically learn best?
They learn best through fun activities, hands-on learning, games, songs, and
group work.
4. What challenges do young learners face when understanding fractions?
Fractions can be confusing. It’s hard to understand parts of a whole, especially
when they only see numbers and not pictures or objects.
5. How does the traditional way of teaching fractions affect student engagement?
Traditional teaching (like only using the chalkboard or worksheets) can be
boring. If students don’t see or touch fractions, they may lose interest.
PHASE 2: Research and Investigation
6. What are some proven strategies for teaching fractions effectively?
A. Pattern blocks as Manipulative
Students gain a better grasp of the relationship between the numerator and
denominator, as well as how multiple fractions can represent the same number, by
rearranging and comparing the blocks (Leikin & Zaslavsky, 1999).
In addition to, according to Fosnot & Dolk (2022), pattern blocks aid in the
development of visualizing skills for fraction comprehension. Students can use the
blocks to build graphic representations of fraction topics such as improper fractions,
mixed numbers, and fraction comparisons. Visualization improves conceptual
knowledge and the ability of students to reason about fractions.
B. Interactive number line
“The number line may be a particularly effective representation for fraction learning
because its properties align with the desired mental representation and take
advantage of preexisting spatial-numeric biases (Hamdan & Gunderson, 2017, p.
587).”
Children who received number line training improved at representing fractions
with number lines, and children who received area model training improved at
representing fractions with area models. Critically, only the number line training led
to transfer to an untrained fraction magnitude comparison task. They conclude that the
number line plays a causal role in children's fraction magnitude understanding and is
more beneficial than the widely used area model.
C. Integration of fractions into real-world contexts
Integration of fractions into real-world contexts is an additional effective
teaching strategy. By presenting fractions in contexts such as cookery or handling
money, children can relate the concept to their everyday lives (Carpenter et al., 2003).
This makes fractions more relevant and enables children to appreciate the utility of
fractions in solving real-world problems.
D. Virtual Manipulatives and Visual Aids (e.g. Brainingcamp, Fraction
mash, Khan Academy)
These digital tools, available through various educational software and apps,
offer dynamic and interactive ways for children to explore fractions. They can
manipulate these virtual tools much like their physical counterparts but with the added
advantages of convenience, accessibility, and adaptability to individual learning
preferences and paces.
7. How can real-life applications make fractions more meaningful for students?
Real-world examples and contexts in fractions brings abstract concepts closer
to children’s everyday lives (Van de Walle et al., 2013). Children can assimilate these
concepts through everyday activities such as dividing a pizza, sharing a candy bar,
and measuring ingredients for a recipe, which provide concrete examples of fractions.
The incorporation of money and time into fraction teachings can enhance
comprehension. When children calculate discounts or acquire the concept of half-
price, they indirectly engage in fractional operations. This demystifies the concept of
fractions and makes their learning process more engaging and relevant.
This strategy is consistent with the contextual learning theory, which links
learning to real-world experiences. When students recognize the practical application
of fractions, they are more likely to retain and employ the information. Thus, teaching
fractions in context helps reconcile the divide between classroom learning and
practical application, enhancing the effectiveness and significance of the learning
process.
The combined use of these methods fosters engaging and effective learning,
ensuring that children comprehend fractions conceptually and apply them in real-
world situations. As we progress into the 21st century, it becomes increasingly
important for educators to cultivate these hands-on skills and experiential learning
approaches. They aid in understanding mathematical concepts, like fractions, and
equip students with critical skills necessary for future learning and problem-solving.
8. What role do visual aids, hands-on activities, and technology play in engaging
students?
Visual Aids, Hands-On Activities/manipulatives
Manipulatives and visual materials are essential instruments in simplifying
fractions for children. These hands-on tools, including fraction circles, fraction bars,
and pattern blocks, help to change the abstract notion of fractions into a tangible
format, something more significative for children, making it easier for learners to
grasp the concepts of ‘part’ and ‘whole’ (Moseley & Okamoto, 2008). Beyond just
understanding, these interactive manipulatives allow students to engage with
mathematical representations physically, and these actions will aloud have more
interactive and enjoyable learning experiences.
Technology
Regarding the work of Quellmalz et al. (2009), integrating technology in
educational assessment brings an additional dimension of engagement and
interactivity to students’ exploration of fractions. Educational applications and online
platforms frequently feature tools and manipulatives that allow students to understand
the principles underlying fractions visually and interactively. An intuitive knowledge
of the relationships between the parts and the total of fractions can be attained, for
instance, through virtual number lines or pie charts.
Moreover, incorporating gaming elements within these platforms, such as
rewards, levels, or missions, can turn learning fractions into a fun and immersive
experience. Gamification is also something that could be used in the teaching of
mathematics. By framing mathematical problems within a game or story context,
students can be more motivated to persist and succeed. This is consistent with
researchers like (Kiili et al., 2012), who found that game-based learning can enhance
student engagement and motivation, like the gamification stated before.
9. How can cooperative learning strategies (e.g., peer teaching, group work)
improve participation?
Cooperative learning strategy provides opportunities for all students to
participate actively in the learning process and provide them with fun while learning
in an interesting and enjoyable atmosphere. In addition, it works to develop the
thinking skills of students since they’re free to talk to each other and express their
ideas. Also, due to cooperation in working within groups which generates a sense of
responsibility for each member of the group to master the specific duty assigned to the
group (Sasa, [Link],2020).
Through interactions, students can share and refine their ideas, gaining
different perspectives and strengthening their knowledge through social engagement
and debate (Aqilah et al., 2022; Fleury & Garrison, 2014). Collaborative learning not
only deepens mathematical understanding but also boosts communication and critical
thinking skills. It's also found that explaining concepts to peers can significantly
enhance learning, making collaboration an effective technique in fraction education.
10. What are some common mistakes teachers make that lead to disengagement?
Moving too quickly from concrete to abstract:
While using objects like fraction bars or paper folding is helpful for
introducing fractions, teachers often move too quickly to abstract
calculations without ensuring students have a solid understanding of the
concept. This can leave students struggling to visualize fractions and
understand how they relate to real-world situations.
Not emphasizing the meaning of fractions:
Students may learn the rules for adding, subtracting, multiplying, and
dividing fractions without truly understanding what fractions represent. For
example, some students may struggle to understand that a fraction represents
a part of a whole or a relationship between two quantities.
Using too many representations without consistency:
While introducing various representations of fractions (e.g., area
models, number lines, length models) can be helpful, teachers can
inadvertently create confusion if they don't consistently use them and
provide clear connections between the different representations, according to
HWRK Magazine.
Not addressing common misconceptions:
Students often develop misconceptions about fractions, such as
believing that larger denominators always represent larger
fractions. Teachers need to address these misconceptions proactively by
providing clear explanations and ample opportunities for practice.
11. What changes can be made to the lesson to increase student interaction and
motivation?
To increase student interaction and motivation, there are some changes to be
made like, changing the teaching strategy. This time we will apply the cooperative
learning inspired by Lev Vygotsky's theory emphasizes that learning is a social
process, like Collaborative learning, where students work together to achieve a
common goal, is a direct application of this theory. It leverages the "Zone of Proximal
Development" (ZPD), the space where a learner can achieve with guidance, to
facilitate learning.
- Make new material challenging but not too difficult.
- Ensure students receive some coaching assistance as they learn.
- Provide as much support as possible for new and challenging tasks.
12. How can you incorporate real-world examples (e.g.. cooking, sports, money)
into your lesson.
Through group activities, like solving real-world scenarios. Ensuring that the
examples are directly supports the learning objectives of the lesson or course. Use
examples that resonate with students' lives, interests, and experiences.
13. What hands on activities could make the topic engaging?
Real World Fractions Activity: Fraction Fun!
Directions: Examine each picture. Determine the total number of parts and the
number of parts used or remaining. Write the fraction representing the parts used or
remaining, and identify the numerator. Record your answers on the worksheet. This
activity reinforces fraction concepts through visual representation and problem-
solving.
14. How will you ensure that all students (including struggling learners) are
actively participating?
To ensure active participation, I would use differentiated instruction—
providing tasks at varying difficulty levels and using peer support or mixed-ability
groups. I’d also include visuals and manipulatives for concrete understanding and
regularly check in with individual students. Encouraging a safe, non-judgmental
environment where mistakes are part of learning also helps struggling learners feel
comfortable participating. Using student response systems, mini whiteboards, or
thumbs-up/down for quick feedback also keeps everyone engaged.
15. What assessment strategies can be used to measure both engagement and
understanding?
To assess engagement, I could use observation checklists during activities,
noting participation and collaboration. For understanding, exit tickets, quizzes, or
student-created models (like drawing their own fraction problems) are effective.
Informal assessments like questioning during activities or think-pair-share can
provide insight into their thought processes. Additionally, allowing students to explain
their reasoning or teach back to peers is a powerful way to measure both engagement
and comprehension.
16. How does your new lesson design differ from the original one?
The new design lesson plan replaced the original's lecture-heavy approach
with engaging, hands-on activities and real-world examples to boost student
participation. Cooperative learning strategies replaced individual work, encouraging
collaboration and peer learning. The focus shifted from rote memorization to a deeper
understanding of fraction concepts through practical application and problem-solving.
This change aims to make learning fractions more fun and relevant to students' lives.
17. What challenges did you face in creating an engaging lesson plan?
One of the biggest challenges was finding the right balance between making
the lesson fun and ensuring it still effectively taught the necessary fraction concepts.
It was hard to find activities that kept everyone interested while learning. It was also
tricky to design activities that catered to different learning styles and paces within the
classroom. Then there was the challenge of creating hands-on activities that were both
engaging and easy to manage in a classroom setting, making sure I had enough
materials for everyone. Finally, assessing student understanding in a hands-on,
collaborative environment required some creative thinking beyond traditional tests.
18. How do your strategies cater to different learning styles?
It will adapt to varied learning styles because students will participate in all
activities and collaborate with their classmates. Visual learners will have photos and
other graphics to help students understand the lesson better, auditory learners will
have narration, and tactile learners will have flashcards and a weighing scale to
manipulate and observe the measurements or fractions.
19. How would you handle students who still show low participation despite your
new approach?
I would get the students' attention and ask if they understood the lesson, which
parts were unclear, if they had any thoughts to contribute in class, or suggestions for
an activity that would encourage them to participate and enjoy the session.
20. If you were to implement this lesson in a real elementary classroom, what
adjustments would you make?
I would consider aligning the lesson, activities, and evaluations to be
consistent with both present learning levels and targeted learning development.
References:
Bee, J. (2024, November 27). How I wish I’d always taught fractions. HWRK
[Link]://[Link]/fractions/#:~:text=Too%20Many%20R
epresentations%2C%20Not%20Enough,often%20lead%20to%20more%20con
fusion.
Brack, T. Why Students Struggle with Fractions (and what to do about it).
[Link]
fractions/?utm_source=
How students learn best: An overview of the evidence(2023). AERO (Australian
Education Research Organisation).
[Link]
best-overview-evidence
Namkung, J., & Fuchs, L. (2019). Remediating Difficulty with Fractions for Students
with Mathematics Learning Difficulties. Learning Disabilities a
Multidisciplinary Journal, 24(2), 36–48. [Link]
v24-i2-9902
Tadeu, P. J. A. (2024). A synopsis of the importance of teaching fractions to children
until K-10. Eurasia Journal of Mathematics Science and Technology
Education, 20(8), em2485. [Link]
ABUYOG COMMUNITY COLLEGE
ABUYOG, LEYTE
PROBLEM - BASED WRITTEN REPORT
Group 1
Members:
Almojeno, Mariel
Anadia, Antonette
Bahinting, Althea Mae
Bermoy, Cheska Joy
Briones, Lutchie
Cacatian, Nikcy
Caniga, Darla
Casil, Shiera
Comora, Angel Cris
Cuta, Joemila
Tupaz, Buddie Mer