MATH 2

LEARNING THEORIES IN TEACHING MATHEMATICS

INTENDED LEARNING OUTCOMES

 Discuss the learning episodes of Mathematics for children.
 Discuss the theories of Mathematics
 Cite Mathematics learning situations where each theory is applicable

QUESTIONS TO PONDER
 How do students learn math? How can learners be assisted to gain an insight in the structure of
Mathematics? Through manipulative or tangible
 Are there learning theories that are especially relevant to the teaching and learning of math?

Theories
- pwedeng totoo at pwedeng hindi
- guide
- framework
- bases

2 TEACHING APPROACHES TO MATHEMATICS

1. Behavioral
 focused on external events as the cause of changes in observable behaviors of students (McInerney &
McInerney, 2010).
 Attitudes, environment natuto, through responses sila
 Ex. Cooking adobo

2. Constructivist
 Students actively engage in the lessons by asking questions based on prior knowledge to construct new
knowledge and understanding (Siemon,et al,2011)
 JOHN DEWEY

BEHAVIORIST APPROACH
 teacher-centered (direct instruction),
 explicit teaching
 direct instruction
 modeling
 guided practice (help to assist)

CONSTRUCTIVIST APPROACH
 student-centered learning (allowed ask questions)
 inquiry lessons
 exploration (Dora)natuto through discovery
 student autonomy (freedom to learn)
 self-directed learning (own experiment)
 through responses and reaction
 Active

JEAN PIAGET
• Educational theorist
• Conceptualized constructivism
• Children learn by constructing knowledge from experiences rather than from
adults telling them about the world
Hayaan natin ang mga students natin but dapat we guide pa din help natin sila na I
connect yung mga alam nila sa new knowledge
3 FUNDAMENTAL PROCESSES TO CHILD’S COGNITIVE DEVELOPMENT
ASSIMILATION
 involved the incorporation of new events into pre-existing cognitive structures.
- prior knowledge
- connect your prior knowledge sa new knowledge
- susundan niya lang yung process para matutunan niya
- ex. 3 +5

ACCOMMODATION
 is the adjustment involved in the formation of new mental structures needed to accommodate new
information
- aalalahanin niya sa new concept
- adjust and connect to new concept
- ex. Multiplication and addition

EQUILIBRATION
 the process of balancing assimilation and accommodation to create a stable understanding of the world.
- know the fourth fundamental
- alam niya na if saan na niya gagamitin yung for fundamental
- applying creating
- he know the rules and operation

4 PHASES OF DEVELOPMENT (According to Jean Piaget)

1. Sensorimotor Stage (0-24 months) / Sensor-Motoric Phase

 During this stage, infants and toddlers acquire knowledge through sensory experiences such as vision
and hearing and manipulating objects with physical interactions with objects such as grasping, sucking,
and stepping.
- using their senses
- 2 yrs old
- reflex ex. Biglaang response, nahulog yung baso so sasaluhin mo, sasabunutin nung bata yung nanay
niya

2. Pre-Operational Stage (2-7 years) / Pre-Conceptual Phase

 Appearance of symbolic function and the beginning of internalized actions accompanied by imaging
 Learns to use language and to represent objects by images and words
 Thinking is still egocentric: has difficulty taking the viewpoint of others
 Classifies objects by a single feature: e.g. groups together all the red blocks regardless of shape or all
the square blocks regardless of colour
- 2 -7 yrs old (Grade 1 to 2)
- interpret the symbol
- ex. Cup and cap
- kahulugan
- symbolism
- according their understanding
- egocentric (self lang ang iniisip, without considering the others)
- they can’t define if what are the difference but they can’t classify

3. Concrete Operational Phase (7-11 years)

 Imaging organizations based on either static configuration or on assimilation
 Imaging regulations are stressed
 Can think logically about objects and events
 Achieves conservation of number (age 6), mass (age 7), and weight (age 9)
 Classifies objects according to several features and can order them in series along a single dimension
such as size.
- 7 -11 yrs old (Gr. 2 to 6)
- puzzle, jigsaw, rubrics, they can solve,
- children know how to follow the rules
- teacher should have a rules so that better learning
- to be prepared in mamayanan or citizen
- don’t and do’s
- consequence of their action

6 – they cannot confuse

7 – mass or
Ex. Clay, bulak and bigas
Content of material (gaano kadami)
Same sa mass, but difference in weight ex.bigas
Classify the object

Size- small, medium, large

Size- shorter, longest

4. Formal Operational Phase (11 years and up)

 Can think logically about abstract propositions and test hypotheses systematically.
 Becomes concerned with the hypothetical, the future, and ideological problems
 Hypothetic-deductive logics and combined calculations (11-14 years)
 Structuring and grouping of 4 transformations (14 years - …)
- 11 to up
- high school
- they can hypothesize, possibility sa situation
- experiment mapapatunayan mo
- create a hypothesis and they can solve or find the solution or strategy
- conduct experiment
- deeper understanding and meaning
- definition sa paligid

LEV VYGOTSKY
• Russian-Soviet Psychologist
• Sociocultural Theory of Cognitive Development
• Key Concepts: ZPD (Zone of Proximal Development) & Scaffolding (Support)

SOCIAL CONSTRUCTIONISM THEORY

• Emphasizes the importance of social interactions in the learning process.
• Vygotsky and Activity Theory (let them do) ex. Bike,
• Emphasizes the collaborative nature of learning. (Nagiging pabigat)
• Learner must be actively involved in the learning process.
Social interaction or collaboration mag eexpand pa yung knowledge mo if may mas may matalino sayo
HOWARD GARDNER
• American Developmental Psychologist
• Multiple Intelligences Theory
• intelligence is not a single, fixed entity but comprises multiple, distinct
capacities
Indicators of intelligence

LEARNING STYLES
 Sensory pathways through which learners prefer to receive information.
 It is a biologically and developmentally imposed set of characteristics that explain why the same lesson,
readings, interactions, classroom settings and teachers affect individuals differently.

PERCEPTUAL MODALITIES

Visual (Eyes or sight)

• Learns by seeing and by watching demonstrations
• Likes visual stimuli such as pictures, slides, graphs, demonstrations, etc.
• Conjures up the image of a form by seeing it in the “mind’s eye”
• Often has a vivid imagination
• Often stares
• Needs something to watch
• Is often quiet and does not talk at length
• Becomes impatient or drifts away when extensive listening is required
• Prefers the visual arts and media

Auditory (sounds through listening, recorded)

• Tends to remember and repeat ideas that are verbally presented
• Learns well through lectures
• Is an excellent listener
• Can reproduce symbols, letters or words by hearing them
• Likes to talk
• Enjoys plays dialogues, dramas
• Can learn concepts by listening to tapes
• Enjoys music
• Can repeat or fulfill verbal instructions

Kinesthetic (body movement)

• Learns by doing, direct involvement
• Often fidgets or finds reasons to move
• Is not very attentive to visual or auditory presentations
• Wants to be “doing” something
• Tries things out and likes to manipulate objects
• Gestures when speaking
• Is often a poor listener
• Responds to music by physical movement
• Often finds success in physical response activities
• Learns better when able to move during learning
• Likes to move hands (doodling, tapping,) while learning
• Uses movement to help concentrate
Tactile.(Touch daw) Mga objects
Ex. Blocks, rubrics
• Likes a “hands-on" approach to learning
• Involves the sense of touch in learning
• Likes to do artwork
• Likes to piece things together
• May be fond of doodling
• Likes to trace words and pictures
• Is often seen “fiddling” with something
• Is successful with tasks requiring manipulation

CHARACTERISTICS OF CONSTRUCTIVIST APPROACH

 Building on Prior Knowledge
 Before introducing a new concept, the teacher reviews the students' prior knowledge of
related mathematical concepts, such as fractions before introducing algebra.

 Self-Regulated and Self-Directed Learning

 Students work on a mathematics project that requires them to set goals, prioritize tasks, and
manage their time effectively, such as creating a mathematical model of a real-world phenomenon.
 Students play mathematics games that require them to take responsibility for their own learning,
such as a mathematics puzzle

 Contextual and Sociocultural Learning

 The teacher uses real-world examples to illustrate mathematical concepts, such as using finance or
science to demonstrate mathematical principles.
 The teacher incorporates cultural connections into the mathematics lesson, such as exploring the
mathematical contributions of different cultures.

 Collaborative Learning
 Students work in groups to complete a mathematics task, such as solving a problem or creating a
mathematical model.
 Students teach each other mathematical concepts, promoting collaborative learning and
communication.

 Cognitive, Motivational and Emotional Domains

 The teacher organizes a mathematics competition that promotes motivation and engagement, such
as a mathematics or puzzle competition.
 The teacher encourages students to reflect on their mathematical learning, promoting metacognition
and self-awareness.
BEHAVIORISM
 Learning through observable interactions of the learner with the environment.
 Use of stimulus-response situations.
 Students are rewarded for successful answers.
 Instruction focuses on conditioning the learner’s behavior.

ALBERT BANDURA
• Canadian-American psychologist and professor of social science in psychology
• Conceptualized Social Learning Theory
• known for his Bobo Doll experiment, social learning theory, and concept of self-
efficacy.

SOCIAL LEARNING THEORY (SLT)

 proposes that people learn new behaviors, attitudes, and knowledge by observing, imitating, and
modeling others.

Vicarious Learning
 Occurs when a person is motivated to learn by watching someone else’s work and be rewarded

Self-Reinforcers
 Desired outcomes a person can give himself

Self-Efficacy
 Refers to a person’s belief about their ability to perform a behavior successfully

4 STAGES OF SOCIAL LEARNING THEORY

1. Attention
 learner observes the behavior of a model and pays attention to the consequences of that behavior

2. Retention
 the learner retains the information they observed in the attention stage

3. Reproduction
 the learner reproduces the behavior they observed and retained

4. Motivation
 the learner is motivated to repeat the behavior based on the consequences they observed

EXAMPLES OF BEHAVIORAL THEORIES CLASSROOM ACTIVITIES

1. Math Drills
2. Games
3. Tutorials/Guided practice
4. Semantic Web/Graphic Organizers
5. Integrated Learning System

BEHAVIORAL APPROACHES ON TEACHING

1. Breaking down the skills and information
2. Checking student's work regularly and providing feedback
3. Teaching "out of context."
4. Direct or "teacher centered" instruction.

Approaches
 paano ituro
 broad term
 ( mas malawak )
 Broad term
 Umbrella

Strategy
 Plan

Technique
-paano mo gagawing personal

 Same to deliver a instructions