MARIANO MARCOS STATE UNIVERSITY

UNIVERSITY
College of Teacher Education

Lesson Title Unit I – The Mathematics Curriculum in the Intermediate Grades

Lesson II – Constructivist Theory in Teaching Mathematics in the

Intermediate Grades
Prepared by Prof. Roselia A. Borromeo

Introduction DepED (2016) specifically noted constructivist theory as the backbone

of the curriculum. According to DepED, knowledge is constructed 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 intermediate grades.
Learning Outcomes • Demonstrate understanding and appreciation of the
constructivist learning theory.
• Determine how the constructivist learning theory is applied in
teaching mathematics in the early 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 adults telling them about the world. According to
Piaget and others who practice constructivist education, the method
that is most likely to educate the students is the one in which they
experience the world. Constructivism is approximately applied in the
teaching mathematics since Math is cumulative and vertically
structured discipline. One learns new math by building on the math that
has been previously learned.

Constructivism learning is described as follows:

• Learning builds on the learner’s prior knowledge and the

approach is a constructive process.

• Learner is involved 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.

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

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 MARIANO MARCOS STATE UNIVERSITY
UNIVERSITY
College of Teacher Education
• Learning is more than the acquisition of knowledge. It is
collaborative, involves interaction and enculturation with
community of practitioners. Collaboration with experts is basic.

• The learning process 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 are relevant to the learners;

• Use big concepts than 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 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 peer.

Assess Answer the following questions to verbalize your understanding of

constructivist learning theory.

1. What is the constructivist theory? Explain it in your own words.

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2. Expound why the constructivist theory is applicable in teaching

mathematics.
Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines
 cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph
 MARIANO MARCOS STATE UNIVERSITY
UNIVERSITY
College of Teacher Education
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Challenge There is no perfect theory. The following questions will challenge your
critical thinking skills as they raise criticisms on the constructivist
learning theory.

1. What do you think could be the possible challenges in using

constructivism in teaching mathematics?
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2. What other learning theories could be implemented in teaching

math that could complement the down sides of constructivism?
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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 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 module.

Observe a Grade 6 mathematics class. Did the lesson develop in a

constructive 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.

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph
 MARIANO MARCOS STATE UNIVERSITY
UNIVERSITY
College of Teacher Education
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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.

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph