Special Note:

The content of this lesson from its introduction down to the summary is copied from “ A course
Module for Teaching Math in the Intermediate Grades”. Authored by Gusano, R; Masangkay, M.Z;
Rocena L.A; & Unida M., (2020). This is the available module readily made for this subject which was
published by Rex bookstore. The sole purpose of converting the published book to electronic copy is only
for the enhancement of the understanding of students in the said subject. There is no other purpose aside
from instruction ONLY.

Lesson 3: Constructivist Theory in Teaching Mathematics in the Intermediate Grades

Objectives
Discussed of the constructivist learning theory
 Determined how the constructivist learning theory is applied in teaching mathematics in the early grade

Introduction
DepEd (2016) specifically noted constructivist theory as the backbone of the curriculum.
According to depEd, knowledge is constructed when the learning 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 intermediate grades.

THINK
Constructivism was conceptualized by educational theorist jean Piaget. Do you remember him
from your psychology classes? Piaget believed that young children learn by constructing knowledge from
experiences rather than from adult 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.

Constructivist learning is described as follows:

 Learning builds on the learner’s prior knowledge and the approach is a constative process.
 Learner involves in the processes to ensure self-regulated and self- directed process
 Learning is grounded in the context of the learners and fundamentally social process. Interaction and
communication are open and basic elements of learning process.
 Learning is more than the acquisition of knowledge. It is collaboration, involves interaction and
enculturation with community of practitioners. Collaboration with experts is basic.
 The learning processes do not only require cognitive but also motivational and emotional domains.

EXPERIENCE
In a constructivist mathematics class, knowledge is constructed by the learners. To teach is not to
explain, not to lecture, not to transfer mathematical knowledge; instead, teaching is to create situations
that allow the learners to form the mental construction. The following are some recommendations on how
to apply constructivism in teaching mathematics:

 Pose problems that is relevant to the learners;

 Use big concepts that segmented or disjoint topics. It invites the learners to participate irrespective of
learning styles and dispositions;
 Create situations that will reveal the learner’s point of view. The teacher must create opportunities for this
to occur and must be willing to listen to the learner’s reasoning and thinking processes; and
 Use authentic assessments, which includes interaction between the teacher and learner and learner and
peer.
Worksheet Number 3: Constructivist Theory in Teaching Mathematics in the Intermediate
Grades

Name: ____________________________________Date Submitted: ____________

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

There is no perfect theory. The following questions will challenge your critical thinking skills as
they raise criticism on the constructivist learning theory.

1. What do you think could be the possible challenges in using constructivism in teaching mathematics?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. What other learning theories could be implemented in teaching math that could complement the down
sides of constructivism?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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 styles 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 suggest
ways to improve the learning activities. This activity will be part of the learning portfolio that you will
compile at the end of this class.
Observe a Grade 6 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 revise the lesson
in order to facilitate a constructivist lesson.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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

References:
Gusano, R; Masangkay, M.Z; Rocena L.A; & Unida M., (2020). A course Module for Teaching Math in the
Intermediate Grades.

Analytic rubric for your answer/s in the part of ASSESS and CHALLENGE
Criteria 3 2 1 0
Introduction Introduction Introduction Introduction makes Introduction makes
specifically refers to specifically refers some reference to little reference to
work/s, addresses the to work/s, the work/s, attempt the work/s, poorly
topic directly, and addresses the topic, to addresses the addresses the topic,
has a clear statement. and has a clear topic, and has a and has an unclear
statement. clear statement. statement.
Body Body contains clear Body have Body have Body do not
topic sentence, have sentences , have supporting ideas, sufficiently
supporting ideas, and supporting ideas, attempt to address supporting ideas
are exceptionally and are fairly the topic and are and are not
well-organized organized fairly organized organized
Examples Examples are Examples are Examples and Examples and
specific, sufficient, specific, sufficient, explanations are explanations are
and significant; they and reasonably fair and /or unclear and
are clearly explained well-explained; insufficient; they insufficient; they
and connected they support the provide some provide little
directed to the ideas. ideas support to the ideas support to the
thesis
Conclusion Conclusion clearly Conclusion sums Conclusion does Conclusion sums
restates the ideas, up the thesis and not fully sum up or up the ideas poorly
reinforces the major reinforces it well reinforces it well with little
points and makes a reinforcement
broader statement
about the topic
 Conventions Spelling, Grammar, Spelling, Grammar, Spelling, Grammar, Spelling, Grammar,
and Punctuation are and Punctuation are and Punctuation are and Punctuation are
accurate and nearly mostly accurate fair with some poor with frequent
perfect with few errors obvious errors errors
Word Choice Language is precise Language is well- Language is fair, Language is poor,
and well-chosen; chosen; sentences some sentence little sentence
sentences are rich and are varied variety variety
varied

This rubric was from the compilation submitted to Rechelyn S. Magbanua.

Analytic rubric for HARNESS part

Criteria Exemplary Superior Satisfactory Needs improvement
4 3 2 1
Learning All task were done All or nearly all Nearly all tasks Fewer than half tasks
Activities with outstanding task were done were done with were done, or most
quality; works with high quality acceptable quality objectives were meet but
exceeds needs improvement
expectations
Analysis of All questions were Analysis questions Analysis questions Analysis questions were
learning activities answered were answered were not answered not answered. Grammar
completely; in completely, clear completely, and spelling are
depth answers; connection with vaguely related to unsatisfactory
thoroughly theories. Grammar the theories.
grounded on the and spelling are Grammar and
theories, exemplary superior spelling are
grammar and acceptable
spelling
Learning Portfolio Portfolio is Portfolio is Portfolio is Portfolio is incomplete;
complete, clear, complete, clear, incomplete; supporting
well-organized and well-organized and supporting documentations
all supporting most supporting documentations are unavailable.
documentations are documentations are organized but are
located in sections available and lacking
clearly designated logical and clearly
marked locations.

This rubric was from the module in the Field Study subject.