Module 1: Learning Theories and Approaches in Teaching Mathematics
Members:
Balmeo, John Kenneth
Naz, Jilian
Pollo, Jackielou
Ricamara, Kimberly
Penaflorida, Cammile
Reyes, Angel Jhazmine
Lazo, Meckaella
Del Mundo, Mark Anthony
Contructivism(Balmeo)
Constructivism is a theory of learning that emphasizes how learners actively construct their own
understanding and knowledge of the world. Instead of simply receiving information from teachers
or textbooks, students build meaning based on their experiences, prior knowledge, and
interactions with others.
This approach highlights that learning is not a passive activity, but an active process shaped by
thinking, questioning, and reflecting.
Constructivism emerged from the works of influential theorists such as Jean Piaget and Lev
Vygotsky, who both stressed that learners develop knowledge through exploration, collaboration,
and social interaction. Today, constructivism is widely used in education because it encourages
critical thinking, problem-solving, and deeper understanding rather than memorization of facts.
Key Points about Contructivsm
Learning as Active Construction: Knowledge is not simply transferred from teacher to student,
but built by the learner through experience
Based on Prior Knowledge: New information is understood in relation to what the learner
already knows.
Social and Collaborative: Interaction with teachers, peers, and the environment plays a key role
in shaping understanding.
Constructivism for Jean Piaget (Ricamara,Penaflorida)
Piaget's theory explains how children's thinking and understanding evolve through distinct stages:
Sensorimotor Stage: (Birth to ~2 years) Infants learn through sensory experiences and motor
actions, developing object permanence—the understanding that objects exist even when out of
sight.
Preoper ational Stage: (~2 to 7 years) Children develop symbolic thought and language but are
egocentric, struggling with logic and conservation.
Concrete Operational Stage: (~7 to 11 years) Children begin to think logically about concrete
events and understand concepts like classification and conservation.
Formal Operational Stage: (~11 years and up) Adolescents and adults develop the ability to
reason abstractly, think hypothetically, and manipulate complex ideas.
He stated that children are born with limited capabilities and their cognition ability develops with age.
Piaget believed answers for the epistemological questions at his time could be answered, or better
proposed, if one looked to the genetic aspect of it, hence his experimentations with children and
adolescents.
As he says in the introduction of his book genetic epistemology: "what the genetic epistemology
proposes is discovering the roots of the different varieties of knowledge, since its elementary forms,
following to the next levels, including also the scientific knowledge."
Bruner’s Learning Theory (Discovery Learning & (Discovery Learning & Spiral Curriculum)
(Reyes, Lazo)
Jerome Bruner believed that learning is most effective when students actively construct
knowledge rather than just receiving it.
He introduced the idea of the spiral curriculum, where concepts are revisited at increasing levels
of complexity.
Jerome Bruner's Theory of Development is based on the assumption that we learn best when we
go from concrete to abstract in a three-step process: First comes hands-on “Action”, then learning
with “Images” and finally students transform what they've learned into “Language”.
Bruner emphasized enactive (action-based) , iconic (image-based), symbolic (abstract) modes of
representation.
Construcvitisim for Lev Vygotsky (Naz, Pollo)
Constructivism for Lev Vygotsky - emphasizes that knowledge is actively constructed through social
interactions and cultural tools, with learning occurring in the Zone of Proximal Development (ZPD).
Social Interaction & Cultural Tools
Vygotsky argued that cognitive development arises from social interactions mediated by
cultural tools (e.g., language, symbols). Unlike Piaget's stage-based model, he viewed
learning as a continuous process shaped by collaboration with others.
Zone of Proximal Development (ZPD)
The ZPD is the gap between what a learner can do independently and what they can achieve with
guidance from a More Knowledgeable Other (MKO)-such as a teacher or peer. Learning occurs
most effectively here, as supported tasks stretch their potential.
Implications for Education
Vygotsky's theory prioritizes collaborative learning and culturally relevant instruction.
Educators identify each student's PD to tailor scaffolding, fostering critical thinking through peer
collaboration and guided problem-solving.
Here are practical examples of applying constructivism in mathematics education, emphasizing active
learning and social
Real-World Problem-Solving
Present contextual challenges such as calculating travel time/distance or analyzing data trends.
These tasks connect math to everyday life and encourage critical thinking.
Math Investigations
Assign open-ended projects like exploring perimeter-area relationships or number sequence
patterns. Students document findings, form conjectures, and present conclusions to deepen
conceptual understanding.
Mathematical Games
Incorporate puzzles like Sudoku or tangrams to develop logical reasoning and spatial
visualization in an engaging format.