MEd 313 Updated Reviewer
MEd 313 Updated Reviewer
as a goal, as a process, and as a basic skill. Facilitates genuine learning and the
The process involved in solving mathematical development of the mathematical proficiency
problems from recognizing and understanding a needed for efficient and successful problem solving.
problem to modelling the problem through different SUPPORTING COMPONENTS
representations, to planning a solution, and to finally
checking whether the problem has been solved, Pedagogy – concerned with the methods used to
demonstrate that problem solving has been a very deliver a curriculum. The quality of mathematics
important life skill for 21st century citizens to learning depends of the quality of the various
possess. learning experiences employed to engage and
instruct learners.
Inter-twinning Stands
Assessment – complements pedagogical
Conceptual Understanding – comprehension of approaches and is vital aspect of curriculum
mathematical concepts, operations and relations implementation in mathematics. It can be in the form
of formative and summative and should be
Procedural Fluency – skill in carrying out
administered in various forms.
procedures flexibly, accurately, efficiently, and
appropriately Resources – Learning of mathematics needs to be
supported with variety of teaching and learning
Strategic Competence – ability to formulate,
resources. Electronic and print resources need to be
represent, and solve mathematical problems
carefully selected and judiciously used. Teachers
Adaptive Reasoning – capacity for logical thought, and other instructional leaders are acknowledged as
reflection, explanation, and justification key resources in the implementation of the
curriculum.
Productive Disposition – habitual inclination to see
mathematics as a sensible, useful, and worthwhile, Underlying Principles and Strategies
coupled with a belief in diligence and one’s own
efficacy Approach – a broad, overarching philosophy or set
of principles that guide teaching and learning. It
reflects the underlying theories and beliefs about
how students learn best. It shapes the overall goals inquiry-based, reflective, collaborative
and direction of instruction. and integrative;
• The curriculum shall adhere to the principles
Characteristics
and framework of Mother Tongue-Based
• Rooted in educational theories Multilingual Education (MTB-MLE);
• Influences the general style and attitude of • The curriculum shall use the spiral
teaching progression approach to ensure mastery of
• Determines the choice of methods and knowledge and skills after each level; and
techniques • The curriculum shall be flexible enough to
enable and allow schools to localize,
Method – a systematic plan or procedure for indigenize and the same based on their
teaching a particular subject or skill. It represents the respective educational and social contexts.
general plan for presenting content-based on the
chosen approach. They are more specific than Teaching Approaches of the K to 12 Curriculum
approaches but still broad enough to include a
Learner-centered – the choice of teaching method
variety of techniques.
and technique has the learner as the primary
Characteristics consideration.
• Involves specific sequences and structures Inclusive – no student is excluded from the circle of
for teaching. learners.
• Guides the organization of content and Developmentally Appropriate – the task required
activities. of students are within their developmental stages.
• Adaptable to different contexts and learner
needs. Responsive and Relevant – making your teaching
meaningful.
Technique – a specific instructional activity or tool
used within a method to accomplish immediate Research-based – for more interesting, updated,
objectives. more convincing and persuasive teaching approach.
The Teaching Approaches of the Subjects in Constructivist – students learn by building upon
their prior knowledge. This prior knowledge is called
the K to 12 Curriculum
schema.
Standards and Principles in Developing
Inquiry-based and Reflective – the core of the
Enhanced Basic Education
learning process is to elicit student-generated
• The curriculum shall be learner-centered, questions.
inclusive and developmentally
Collaborative – involves group of students or
appropriate;
teachers and students working together to learn
• The curriculum shall be relevant, responsive together by solving a problem, completing a task, or
and research-based; creating a product.
• The curriculum shall be culture-sensitive;
• The curriculum shall be contextualized and Integrative – can be intradisciplinary,
global; interdisciplinary, or transdisciplinary.
• The curriculum shall use pedagogical Spiral Progression – develop the same concepts
approaches that are constructivist, from one grade level to the next in increasing
complexity.
MTB-MLE-Based – teaching is done in more than where students are, linking new information to what
one language beginning with the Mother Tongue. RA they already know. This process helps students
10533 states MTB-MLE “starts from where the integrate new concepts into their existing cognitive
learners are and from what they already know structures.
proceeding from the known to unknown”.
Learning Through Experience – Constructivist
DIFFERENT METHODS OF TEACHING teaching emphasizes experiential learning, where
students learn by doing. Activities are designed to
Direct and Indirect Method provide students with experiences that promote
• Direct method is teacher-dominated. discovery, reflection, and application of new
• Indirect method is learner-dominated. knowledge in various contexts.
Building on Prior Knowledge – Learners come to Use Real-World Problems – Design activities and
the classroom with their own set of experiences and lessons around real-world problems that are relevant
knowledge. Constructivist teaching starts from to the students' lives. This approach helps students
see the practical application of their learning and
motivates them to engage more deeply with the theory of cognitive development, which emphasizes
material. the fundamental role of social interaction and cultural
context in the development of cognition. He
Create a Collaborative Learning Environment –
introduced key concepts such as the Zone of
Foster a classroom environment where students feel
Proximal Development (ZPD).
comfortable sharing ideas, asking questions, and
working together. Group activities, peer teaching, John Dewey (1859-1952) – was an American
and collaborative projects can help achieve this goal. philosopher and educator who is often associated
with the early development of constructivist
Facilitate, Don’t Dictate – Instead of directly
education. He emphasized the importance of
providing information, guide students in their
experiential learning, where education should be
learning journey. Act as a facilitator by providing
grounded in real-world experiences and problem-
resources, asking probing questions, and
solving activities that are relevant to the students'
encouraging exploration. This approach empowers lives.
students to take ownership of their learning.
Jerome Bruner (1915-2016) – an American
Integrate Technology – Use technology to enhance
psychologist, expanded on Piaget's ideas and
the learning experience. Online simulations, virtual
introduced the concept of discovery learning. He
labs, and collaborative tools can provide additional
believed that learners should construct their own
platforms for exploration and collaboration, making
knowledge by exploring and discovering new
learning more dynamic and engaging.
information through active engagement with content.
Use Formative Assessments – Incorporate various
Ernst von Glasersfeld (1917-2010) – a philosopher
formative assessment techniques, such as
and educator, he is known for his work in radical
observations, journals, and discussions, to monitor constructivism.
students’ understanding and provide feedback. This
helps in adjusting instruction based on students' Constructivism in Mathematics Teaching
needs and promoting continuous improvement. In mathematics teaching, constructivism
implies that students learn mathematics best when
Encourage Reflection and Self-Assessment –
they are actively involved in the learning process and
Have students reflect on their learning experiences,
when they construct their understanding through
what they’ve learned, and how they’ve learned it. exploration, discussion, and reflection.
Encourage them to set personal learning goals and
self-assess their progress toward achieving these Key Principles of Constructivism in Mathematics
goals.
Active Learning – students actively engage in
Benefits of Constructivist Teaching solving problems, manipulating objects, and
• Deeper Understanding exploring mathematical concepts rather than
• Enhanced Critical Thinking and Problem- passively listening to explanations.
Solving Skills
Building on Prior Knowledge – lessons are
• Improved Retention and Transfer
designed to connect new mathematical ideas to
• Increased Motivation and Engagement students’ existing knowledge, allowing them to build
• Development of Collaboration and new understanding on what they already know.
Communication Skills
Social Interaction – learning is viewed as a social
Key Proponents of Constructivism activity. Students learn mathematics by discussing,
Jean Piaget (1896-1980) – renowned for his theory sharing, and debating ideas with peers.
of cognitive development, which outlines how Encouragement of Exploration – students are
children construct knowledge through stages of encouraged to explore multiple ways to solve
development. He believed that learning is a process problems and to use different strategies to find
of building upon previous knowledge through solutions.
assimilation and accommodation.
Lev Vygotsky (1896-1934) – a Russian
psychologist that developed the sociocultural
Various Constructivism Strategies Key Characteristics of Interactive Teaching
Inquiry-Based Learning (IBL) – an approach • Active Participation
where students are encouraged to explore • Student-Centered Approach
mathematical concepts by asking questions, • Collaborative Learning
investigating problems, and developing their own • Feedback and Reflection
understanding through exploration and discovery. • Flexible and Adaptive
Encouraging students to ask questions, Why do we promote interactive teaching?
explore, and investigate mathematical concepts on • Learning is an active process
their own or in groups. This strategy fosters curiosity • Learning is a social process
and deepens understanding.
Teacher’s task in Interactive Teaching-Learning
Collaborative Learning – a strategy where
• Must ask specific, non-intimidating feedback
students work together in small groups to solve
questions and HOTS questions
problems, complete tasks, or explore mathematical
• Must make the focus of the interaction clear
concepts. This approach leverages the collective
• Must create the climate favorable for genuine
intelligence and diverse perspectives of the group to
interaction
enhance learning.
• Must do less talk so students talk more
Problem-Based Learning – involves presenting
students with complex, real-world problems that Collaborative Learning
require them to apply various mathematical An effective class interaction paves the way
concepts and skills to find solutions. This strategy to collaboration. Interaction is the beginning of
emphasizes the application of knowledge in practical collaboration.
contexts.
“Coming together is the beginning; keeping
Reflective Learning – involves encouraging together is progress; working together is a success”
students to reflect on their learning experiences, - Henry Ford
think about how they learn, and develop a deeper
understanding of mathematical concepts and their Teacher’s task in Collaborative Learning
applications.
• Begin with the conviction that every student
Features of Constructivist Teaching can share something in the attainment of a
• Authentic activities and real-world goal
environments • Structure tasks in a way that the group goal
• Multiple perspectives cannot be realized without the members
• Wholistic, integrative collaborating
• Self-directed learners • Make the goal clear to all
• Meaningful learning • Ensure that guidelines on procedures are
clear especially on how their performance
Interactive teaching will be assessed
An educational approach that actively • Must make clear that at the end of the
activity, they have to reflect together
engages students in the learning process through
dynamic, participatory methods. Unlike traditional Integrative Teaching and Learning
lecture-based instruction where students passively
receive information, interactive teaching Interdisciplinary teaching. Integrate comes from
emphasizes collaboration, discussion, hands-on the Latin word “integer” which means to make whole.
activities, and the use of technology to create a more Integrative teaching and learning means putting
engaging and effective learning environment. together separate disciplines to make whole.
Edgar Dale (April 27, 1900 in Benson, Minnesota, – Exhibits – present objects or processes otherwise
March 8, 1985 in Columbus, Ohio) impossible inside the classroom; exposure to new
ideas, discoveries, inventions
• Serve the Ohio State University Faculty from
1929 until 1970. Educational Television – it is use of television
• He was an Internationally Renowned program in the field of distance learning
Pioneer in the utilization of Audio-Visual Motion Pictures – a solution to time and space
material in the instructions. constraints; provides “windows to the world”;
• The Father of Modern Media in Education effective for presenting movement, continuity of
• An American educator who developed the ideas or events; substitute for dangerous direct
Cone of Experience. learning experiences
Recording/Radio/Still Pictures – attention-getting, personal success as well as the success of every
particularly projected views; concretize verbal member of the group.
abstractions
Individual and Group Accountability – the group
Visual Symbols – chalkboard/whiteboard, flat is accountable for achieving its goals, and each
maps, diagrams, charts; fits the tempo of member must be accountable for contributing a fair
presentation of idea, topic or situation share of the work toward the group goal. No one can
"hitchhike" on the work of others. The performance
Verbal Symbols – principal medium of
of each individual must be assessed and the results
communication; bear no physical resemblance to the given back to the group.
objects or ideas for which they stand; may be a word
for concretion, idea, scientific, principle, formula or Interpersonal and Small Group Skills – are
philosophic aphorism required to function as part of a group. These are
basic teamwork skills. Group members must know
Understanding Cooperative Learning how to - and be motivated to -provide effective
Structures leadership, make decisions, build trust,
Cooperative learning communicate, and manage conflict.
• Completing tasks
a structured form of group work where • Communicating
students work together towards a common goal, with • Decision making
specific roles and responsibilities assigned to each • Managing conflict
group member. It is often teacher-directed, with a • Appreciating group members
clear structure and expectations for each student's
contribution. Face-to-Face Promotive Interaction – students
promote each other's success by sharing resources.
generally defined as a teaching arrangement They help, support, encourage, and praise each
in which small, heterogeneous groups of students other's efforts to learn. Both academic and personal
work together to achieve a common goal. support are part of this mutual goal.
Cooperative learning structures such as Group Processing – group members need to feel
jigsaw and think-pair-share are widely used in free to communicate openly with each other to
college classrooms. The two most basic principles of express concerns as well as to celebrate
cooperative learning involve positive accomplishments. They should discuss how well
interdependence and individual accountability. they are achieving their goals and maintaining
Characteristics of Cooperative Learning effective working relationships.