Lesson 3

Constructivist Theory in Teaching Mathematics

Objectives
 Demonstrate understanding and appreciation of the constructivist learning theory.
 Determine how the constructivist learning theory is applied in teaching mathematics
in the early grades.

Introduction
The constructivist learning theory states that learning is an active process of creating
meaning from different experiences. In other words, students learn best by trying to make
sense of something on their own with the teacher as a guide. DepEd (2016) specifically noted
constructivist theory as the backbone of the curriculum. According to DepEd, knowledge is
constricted 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 primary grades.

Think
Constructivism was conceptualized by educational theorist Jean Piaget. Do you
remember him for 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 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.
Brooks & Brooks (1993) listed the following characteristics of constructivist teaching.
1. Constructivist teachers invite student questions and ideas.
2. Constructivist teachers accept and encourage student’s invented ideas.
3. Constructivist teachers encourage student’s leadership, cooperation, seeking
information, and the presentation of the ideas.
4. Constructivist teachers modify their instructional strategies in the process of teaching
based upon students; thought, experience and or interests.
 5. Constructivist teachers use printed materials as well as experts to get more
information.
6. Constructivist teachers encourage free discussions by way of new ideas inviting
student questions and answers.
7. Constructivist teachers encourage or invite student’s predictions of the causes and
effects in relation to particular cases and events.
8. Constructivist teachers help students to test their own ideas.
9. Constructivist teachers invite student’s ideas before the student is presented with the
ideas and instructional materials.
10. Constructivist teachers encourage students to challenge the concepts and ideas of
others.
11. Constructivist teachers use cooperative teaching strategies through student
interactions and respect, sharing ideas, and learning tasks.
12. Constructivist teachers encourage students to respect and use other people’s ideas.

Experience
So how is a constructivist classroom different from a traditional classroom? In the
constructivist classroom, the focus shifts from the teacher to the students. The classroom is
no longer a place where the students are seen as empty vessels to be filled by the teacher. In
a constructivist classroom, the students are actively involved in their own learning. The
teacher functions as a facilitator who guides, prompts, and helps students to develop and
assess their own understanding.
The table below compares the traditional classroom to the constructivist one. Notice
differences in the foci of the curricula and the roles of teachers and students.
Traditional Classroom Constructivist Classroom
Curriculum Curriculum begins with the Curriculum emphasizes big
parts of the whole, concepts, beginning with
emphasizing basic skills. the whole and expanding to
include the parts.
Teacher’s role Teachers disseminate Teachers have a dialogue
information to students; with students, helping
students are recipients of students construct their
knowledge. own knowledge.
Student’s role Students work primarily Students work primarily in
alone. groups.

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
How well do you understand the constructivist learning theory? Consider the
following scenarios and answer the questions that follow.
Scenario 1: A teacher told the students, “Four glasses of water will fill this pitcher.”
Scenario 2: 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 which scenario do you think will the students learn better? Why do you think so?
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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 suggests 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 3 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 would revise the lesson in order to facilitate a constructivist lesson.

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