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ACTIVITY 1 WEEK 2

The document outlines an educational approach to teaching mathematics based on Constructivism and Teaching for Understanding (TfU). It describes how to create a student-centered learning environment through hands-on activities, problem-based learning, and guided inquiry. Additionally, it provides a semi-detailed lesson plan for teaching linear equations, emphasizing engagement, guided practice, and real-world applications to foster deeper understanding.

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DUAVIS, RAINIER C.
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14 views3 pages

ACTIVITY 1 WEEK 2

The document outlines an educational approach to teaching mathematics based on Constructivism and Teaching for Understanding (TfU). It describes how to create a student-centered learning environment through hands-on activities, problem-based learning, and guided inquiry. Additionally, it provides a semi-detailed lesson plan for teaching linear equations, emphasizing engagement, guided practice, and real-world applications to foster deeper understanding.

Uploaded by

DUAVIS, RAINIER C.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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ABUYOG COMMUNITY COLLEGE

Abuyog, Leyte

Name: Duavis, Rainier C.


Subject: M116- Principles and Strategies in Teaching Mathematics
Instructor: Nhelgen Pat Novio
Date: March 21, 2024
___________________________________________________________________

Activity 1, Week 2:

1. What is Constructivism? How will you apply Constructivism in your class?


Elaborate your answer.
- Constructivism is an educational theory that emphasizes the role of
learners in actively constructing their own understanding and
knowledge of the world. In a math class, applying constructivism
involves creating a student-centered environment where students
engage in activities that promote exploration, discovery, and problem-
solving.
Here's how I would apply constructivism in my math class:
- Hands-On Activities: Provide manipulatives, such as blocks, counters,
or geometric shapes, for students to physically interact with
mathematical concepts. For example, using blocks to understand
addition and subtraction or geometric shapes to explore angles and
symmetry.
- Problem-Based Learning: Present real-world problems or open-ended
tasks that require critical thinking and creativity to solve. Encourage
students to collaborate and discuss strategies to approach the
problems.
- Guided Inquiry: Instead of directly providing answers, guide students
through questioning techniques that lead them to discover
mathematical concepts on their own. Ask open-ended questions that
prompt deeper thinking and exploration.
- Reflection and Discussion: After activities or problem-solving sessions,
facilitate discussions where students reflect on their learning process,
share insights, and connect new knowledge with their prior
understanding.
- Differentiated Instruction: Recognize and accommodate diverse
learning styles and abilities by offering varied tasks, challenges, and
support mechanisms to cater to individual student needs.
2. What is Teaching for Understanding? Considering the ways to implement
Teaching for Understanding, devise a lesson plan (just the procedure na part),
a semi-detailed lesson plan where you integrate Teaching for Understanding
can be observed.
- Teaching for Understanding is an educational approach that focuses on
ensuring students not only memorize facts but also develop a deep
understanding of concepts and can apply their knowledge in various
contexts. It involves designing learning experiences that promote active
thinking, critical analysis, and problem-solving skills.

Subject: Algebra
Topic: Solving Linear Equations

Objective: Students will understand the process of solving linear equations and be
able to apply the steps to solve different equations.

Materials: Blackboard, markers, printed worksheets with linear equations, calculators


(optional)

Procedure:
a. Engagement: Begin with a real-life scenario where linear equations are used,
such as calculating costs for a party based on the number of attendees. Ask
students to brainstorm how algebraic equations might be useful in solving such
problems.
b. Introduction: Introduce the concept of linear equations and review the basic
structure (e.g., ax + b = c). Use visual aids like diagrams or graphs to illustrate
linear relationships.
c. Guided Practice: Solve a simple linear equation step by step on the whiteboard,
explaining each step and the rationale behind it. Encourage students to ask
questions and participate in solving the equation together.
d. Independent Practice: Distribute worksheets with various linear equations of
increasing complexity. Allow students to work individually or in pairs to solve the
equations. Circulate the classroom to provide guidance and support as needed.
e. Application: Present a problem-solving task related to a real-world situation,
where students must formulate and solve a linear equation. Encourage them to
explain their reasoning and solution strategies.
f. Reflection and Discussion: Facilitate a class discussion where students share
their approaches, challenges faced, and strategies for solving linear equations.
Emphasize understanding the underlying concepts rather than just following
steps.
g. Closure: Summarize the key takeaways from the lesson, highlighting the
importance of understanding linear equations in practical scenarios.

This lesson plan integrates Teaching for Understanding by focusing on conceptual


comprehension, problem-solving skills, and real-world applications, aligning with the
principles of TfU for deeper and more meaningful learning.

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