UNDERLYING PRINCIPLES

AND THEORIES and ITS

IMPLICATIONS TO
LEARNING
MATHEMATICS IN THE K-
12 BASIC EDUCATION
PROGRAM
Experiential learning as advocated by David Kolb is
learning that occurs by making sense of direct everyday
experiences. Experiential learning theory defines learning as "the
process whereby knowledge is created through the transformation
of experience. Knowledge results from the combination of grasping
and transforming experience" (Kolb, 1984, p. 41)

So, experiential methods for math instruction must refer to teaching

math to students by allowing them to actually experience the math.
Mathematics requires experiential learning where
students are involved in their own understanding
of mathematical concepts and practices.
Through this type of learning, students are able to
identify problems, use constructive reasoning to
make viable arguments, and applying
mathematics in real-life
Problems.
The implications of experiential learning in teaching
mathematics in the K-12 basic education program
Enhanced Conceptual Understanding: Experiential
learning provides students with real-life contexts to apply
mathematical concepts, leading to a deeper and more
meaningful understanding of the subject matter
Development of Practical Skills: Experiential learning
fosters the development of practical skills such as
measurement, data analysis, problem- solving, and
critical thinking, which are essential for success in
mathematics and real-world applications text
Development of Mathematical Literacy:
Experiential learning fosters numeracy and
mathematical literacy by emphasizing the
relevance of mathematics in daily life and
promoting effective communication of
mathematical ideas.
 LESSON: MEASUREMENT
TITLE:MEASUREMENT OLYMPICS
OBJECTIVES:

•Students will analyze measurement data from the "Measurement Olympics" to compare
length, weight, and capacity measurements, applying critical thinking skills to interpret
the results
•Students will develop a positive attitude towards numeracy and measurement
skills, demonstrating increased confidence and enthusiasm in engaging with
measurement concepts.
•Students will improve physical dexterity and coordination in handling
measurement tools during the "Measurement Olympics," enhancing their ability to
accurately measure and manipulate length, weight, and capacity.
 Activity : "Measurement Olympics"
Description: Students will participate in a series of measurement-based challenges to
strengthen their understanding of length, weight, and capacity measurements,
incorporating numeracy and literacy skills.
- Students will engage in hands-on activities such as measuring the length of jumps,
estimating and weighing objects, and comparing the capacity of different containers.
- They will record their measurements, comparisons, and estimations using written and
visual representations, encouraging literacy development.

- Students will share their findings and experiences through descriptive storytelling and
presentations, showcasing their numeracy and literacy skills.
Teaching mathematics to primary grades using experiential learning involves practical, hands-
on activities that help students grasp mathematical concepts. Here are some strategies:
1. Use manipulatives like blocks, beads, and counters to demonstrate addition, subtraction, and
place value.

2. Incorporate real-life examples of math in the form of shopping, cooking, and measuring to
make math more relatable.
3. )Conduct group activities like scavenger hunts or building projects that
require measuring, counting, and estimating.
4.)Integrate math into outdoor activities, such as counting nature items or measuring
distances during a nature walk.
 5.)Use games and puzzles that require problem-solving and logical
thinking to make learning math fun and engaging.
 SITUATED
LEARNING
“ Situated learning is a process of
participation in communities of practice,
participation that is at first legitimately
peripheral but that increases gradually
in engagement and complexity”
-Jean Lave and Etienne Wenger, 1991
 SITUATED LEARNING THEORY

In 1991 education theorists Lave and Wegner

developed situated learning theory (SLT). The
theory argues that knowledge should be learned
in the same place as it used.
 BASIC PRINCIPLES OF
SITUATED LEARNING THEORY
states that every idea and human action is a
generalization, adapted to the ongoing
environment; it is founded on the belief that
what people learn, see, and do is situated in
their role as a member of a community (Lave
and Wenger, 1991).
KEY FEATURES OF SITUATED
LEARNING

1. It Is Based On Sociocultural Theory

Situated learning theory embraces a
sociocultural view of learning. It sees knowledge as
being defined and agreed upon by a society or
community.
KEY FEATURES OF SITUATED
LEARNING

2. Learning Should Take Place In Communities

Of Practice
Because knowledge is socially co-constructed by a
community, the only way to learn is to learn from
others.
KEY FEATURES OF SITUATED
LEARNING

3. Learners Start Out As Legitimate Peripheral

Participants
Lave and Wegner argue that learning should take
place through an apprenticeship model.
KEY FEATURES OF SITUATED
LEARNING

4. Learners Slowly Become Full Members Of

The Community Of Practice
Each community of practice has its own rules or
structures for progressing from peripheral to full
participation.
EXAMPLES OF SITUATED
LEARNING

Apprenticeship
EXAMPLES OF SITUATED
LEARNING
Co-operative Placement
EXAMPLES OF SITUATED
LEARNING
Field Trips
 SITUATED LEARNING
PROS CONS
CRITICAL THINKING SKILLS PRIOR KNOWLEDGE
HUMAN RELATIONSHIPS RESOURCE INTENSIVE
INDIRECT LEARNING NON-TRANSFERABLE
SKILLS
 WHAT’S THE DIFFERENCE?

EXPERIENTIAL LEARNING SITUATED LEARNING

LEARNING BY DOING ACTIVE IMMERSION
REFLECTION REAL LIFE SITUATION
TRIAL AND ERROR PEER ASSESSMENT
REFLECTIVE
LEARNING
 Reflective learning is a way of allowing students to
develop critical thinking and improve analysing skills by
experience . Reflective learning has come into the
education spotlight . Reflective learning involves students
thinking about what they have read , done, or learned ,
relating the lesson at hand to their own lives and making
meaning out of the material . Its more than just
memorizing some facts, formulas , or dates. Reflective
learning is a form of active learning.
EXAMPLE
 Reflective learning as a shared activity;
For example, it can involve a group of students openly
discussing what challenges they faced while studying for
a test, or a one-on-one meeting between a student and a
tutor , where the tutor asks the students guiding question
about the student’s learning process.
 The implications of the reflective learning, it builds
stronger connections between learning experiences.
Reflective learning is a way of allowing learners to
step back from their learning experiences, helping
them to develop critical thinking skills and improve
on future performance by analysing what they have
learned and how far they have come.
 REFLECTIVE LEARNING THEORIES:
 1.John Dewey : Dewey is a famous name in education, and Dewey believed that reflection was a necessary
precursor to action. In other words, Dewey advocated that students need to think and mull over what they read
and encounter , and after doing this, they can apply that knowledge better.
 2.Donald Schon : Schon studied Dewey and his theories very carefully, and he believed in two types of
reflection:
 Reflection-on-action , which is an unconscious event that deals with the knowledge we use to solve problems
and carry out actions.
 Reflection-in-action , which occurs as the action is happening . In other words , you reflect on what you’re doing
while you’re doing it.
 3.David Kolb: Kolb developed an entire learning cycle, which includes elements of feeling , watching, thinking ,
and doing . While in this cycle , the learner is actively observing , conceptualizing , experimenting, and finally ,
experiencing . Kolb felt that moving through the different steps in the this cycle was very important to being a
reflective learner.
PRINCIPLES OF THE REFLECTIVE LEARNING:
1.Self Awareness: This principles involves being aware of ones own beliefs , assumptions, and values that shapes
one’s teaching practice. In a foundation phase classroom , a teacher can reflect on their own beliefs about children
learn best and how they can support this learning.
2.Goal setting: Reflective teaching involves setting realistic goals and identifying areas for growth and
improvement.
3.Metacognition: This principles involves thinking about one’s own thinking and teaching practices.
4.Collaboration:Reflective teaching involves collaborating with colleagues, students, and families to improve
teaching and learning.
5.Problem-Solving:This principles involves identifying and solving problems in teaching practices.
6.Continuous learning: Reflective teaching involves ongoing learning and growth.
7.Focus on the student learning; Reflective teachers have a student-centered approach, and they focus on strategies
that promote student learning and engagement.
8.Flexibility and adaptability: Reflective teachers are adaptable and can adjust their teaching approaches based on
student learning needs to meet individual needs.
What are reflective learning
strategies?
Reflective learning strategies include;

1.Journaling;A record of what you have

done, or descriptions or thoughts, written
each day or frequently over a long period.

2.Descriptive writing ; To describe a

person, place or thing in such a way
that a picture is formed in the reader’s
mind.
3.Group work ; Work done by
a group of people in
collaboration.

4.Pausing while learning to think

through the material ; Is one of the
active learning strategy which requires
very little class time and can
significant enhance students learning.
COOPERATIVE
LEARNING
Presented by: Gwyneth Lynn R.
Placido
Cooperative Learning

- Cooperative Learning is an instructional approach

rooted in the belief that students learn best when they
actively engage with their peers to construct knowledge
collectively. It involves small groups of students working
together towards a common goal or learning objective,
fostering an environment of collaboration, peer
interaction, and shared responsibility in the learning
process.
-Through Cooperative Learning, students not only acquire
subject knowledge but also develop essential social skills
such as communication, teamwork, and leadership, which are
crucial for their holistic development.
IMPLICATIONS FOR LEARNING MATHEMATICS IN THE
K-12 BASIC EDUCATION PROGRAM:

1. Improved Mathematics Achievement: Enhanced

math performance through active engagement and
collaborative problem-solving.

2. Enhanced Communication Skills: Improved ability to

communicate math concepts through discussions and
presentations with peers.
3. Increased Problem-Solving Skills:
Strengthened critical thinking and problem-solving
abilities by sharing strategies and learning from
peers.

4. Positive Attitude towards Mathematics:

Fostered enthusiasm and confidence in math
through a supportive learning environment.
5. Development of Social Skills: Learning teamwork,
communication, and leadership through cooperative
activities.

6. Integration of Values: Incorporating values like fairness,

respect, and cooperation into learning, fostering inclusivity
and empathy.
 LESSON: FRACTIONS
Title:Fraction Bingo
OBJECTIVES:

- Students have fun and learn about basic fractions in a

cooperative learning environment.

- Students practice recognizing and identifying fractions

through collaboration.

- Students reinforce their understanding of fractions through

engaging activities.
Procedure:

1. Introduction: Explain the game and review fractions.

2. Team Formation: Divide students into small groups.
3. Manipulatives and Collaboration: Groups explore and create fractions
together.
4. Counting Fractions and Teamwork: Groups identify and mark fractions
on their bingo cards.
5. Bingo Game and Cooperative Competition: Groups work together to
achieve Bingo.
6. Reflection and Sharing: Groups discuss their experience and
strategies.
7. Wrap-up: Summarize concepts and encourage further collaboration.
 DISCOVERY
AND INQUIRY-
BASED
LEARNING
REPORTER: CYRELLE JOYCE F. TABALUS
Discovery-based learning (DBL).
 Discovery-based learning (DBL). strategy that
allows learners to have hands-on opportunities that
focus on the process of learning through inquiry
and the exploration of concepts. Failure and
feedback are both important and necessary for
learning to occur. The inquiry process emphasizes
the intellectual (mental) development of the child.
Discovery-based learning (DBL).
The mathematics curriculum allows for
students to learn by asking relevant
questions and discovering new ideas.
Discovery and inquiry-based learning
support the idea that students learn when
they make use of personal experiences to
discover facts, relationships and concept.
 What is the difference between
discovery learning and inquiry-based
learning?
•Inquiry is the process of answering
questions and solving problems based on
facts and observations, while discovery
is finding concepts through a series of
data or information obtained through
observation or experimentation.
 Benefits of Discovery and
Inquiry-based Learning
•Engagement •Autonomy •Problem-
solving •Responsibility
 Characteristics of Discovery and
inquiry based learning
•Hands-on Lessons •Encourage Questions
•Minimal Teacher

Involvement

•Less Memorization •Focus on Reasoning

 Preparation in Discovery and
Inquiry based learning
•Find an activity •Gather Materials
•Facilitate if needed

•Record Process and results •Discuss Results

•Allow Retry
 Classroom examples of Discovery and
Inquiry based Learning
•Reflection Case study
Puzzle games

Experiments Role-
playing
Teacher’s Role in Discovery and
Inquiry based Learning
•Basic Knowledge
•Guided Tasks

•“Show How” •Provide

Feedback
 The Criticism in Discovery and
Inquiry based Learning
•Weaker students fall behind
•Cognitive Overload
CONSTRUCTIVI
SM
CONSTRUCTIVISM

 Is learning model that teachers though hands-on

experiences rather than that lectures.
 Was conceptualized by education theorist Jean Piaget. He
believes that “ Young children learn by doing,
constructing knowledge from experiences rather than
from adults telling them about their world”.
 CONSTRUCTIVISM

 According to jean piaget, and others who

practice what is known as constructivist
education, the method most likely to truly
educate the students is the one in which they
experience their world.
Example:
Scen a r i o 1
A teacher told the student,
“four glasses of water will
fill this pitcher”
scenario2
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 teaching mathematics, applying constructivist principles
involves engaging student in activities that allow them to explore
mathematical concept, solve problems, and build their own
understanding though hands on experiences.
 Teaching mathematics using constructivist principles, educators
focus on creating a student centered learning environment where
student are actively involved in their learning process. This
approach promotes critical thinking, problem solving skills, and a
deeper understanding of mathematical concepts.
 Principles of constructivism in
learning mathematics

1. Active learning 3. Social Interaction

Encouraging student to actively
participate in their learning by
engaging in hands on activities,
problem solving tasks, and
exploratory experiences.
2. Prior knowledge
Recognizing and building upon
student’s prior knowledge and
experiences to help them make
connection and construct new
understanding in mathematics.
Promoting collaboration and
discussion among student to
facilitate the sharing of ideas,
perspectives, and strategies in
learning mathematics.
 Principles of constructivism in
learning mathematics

4. Scaffolding
Providing support and guidance
to students as they work on
challenging mathematical tasks,
gradually removing assistance
as students develop their
understanding
5. Authentic Tasks
Engaging student in real world
or authentic mathematical tasks
that are meaningful and relevant
to their lives, promoting deeper
understanding and application
and application of
mathematical concepts.
6. Reflection
Encouraging students to reflect
on their learning experiences,
identify misconceptions, and
make connections between new
and prior knowledge in
mathematics.
Different principles in teaching
mathematics to promote
literacy and numeracy skills
 1. Story Problem Solving

Create story-based math problems that relate to real-life

situations. Encourage students to read the problem, identify
the mathematical concepts involved, and solve it using
critical thinking skills.
Example:
2. Mathematical manipulative
Provide hands-on manipulatives
such as blocks, counters, or
shapes for students to explore
mathematical concepts
concretely. This tactile approach
helps students visualize and
understand abstract mathematical
ideas.
Example:
3. Math Centers
Set up math centers with various
activities that promote literacy and
numeracy skills, such as math
games, puzzles, and interactive
tasks. Rotating through different
centers allows students to engage
with math in diverse ways.
Example:
 4. Vocabulary building

Teach and reinforce math vocabulary through activities like

word walls, vocabulary games, and context-based exercises.
Example:
5. Peer collaboration
Foster peer collaboration through
group activities where students
work together to solve math
problems, discuss solutions, and
explain their reasoning to each
other. Collaborative learning
enhances communication skills and
deepens understanding of
mathematical concepts.
Thank You!
Reporters:
Gwyneth Placido
Mechyl Cordero
Angelica Padrigon
Marie Claire Allo
Marissa Sansolis
Cyrelle Joyce Tabalus