TEACHING MATHEMATICS IN INTERMEDIATE LEVEL
Task: Developing Mathematics Teaching Scenarios
Objective: Create and submit a detailed scenario that demonstrates how to teach a specific
mathematics concept to Intermediate Level students. Your scenario should integrate the following
educational principles effectively:
1. Experiential and Situated Learning Theory
2. Reflective
3. Constructivism
4. Cooperative
5. Discovery and Inquiry-Based
6. Concrete-Representation-Abstract (CRA)
Experiential Learning as advocated by David Kolb is learning that occurs by making sense
of direct everyday experiences. Experiential Learning theory defines learning as "the process
whereby knowledge is created through the transformation of experience. Knowledge results
from the combination of grasping and transforming experience" (Kolb, 1984, p. 41). Situated
Learning, theorized by Lave and Wenger, is learning in the same context in which concepts
and theories are applied.
Reflective Learning refers to learning that is facilitated by reflective thinking. It is not
enough that learners encounter real-life situations. Deeper learning occurs when learners
are able to think about their experiences and process these, allowing them the opportunity to
make sense of and derive meaning from their experiences. Constructivism is the theory that
argues that knowledge is constructed when the learner is able to draw ideas from his/her own
experiences and connect them to new ideas.
Cooperative Learning puts premium on active learning achieved by working with fellow
learners as they all engage in a shared task. The mathematics curriculum allows for students
to learn by asking relevant questions and discovering new ideas.
Discovery Learning and Inquiry-based Learning (Bruner, 1961) support the idea that students
learn when they make use of personal experiences to discover facts, relationships, and
concepts.
Piaget’s theory of cognitive development (1977) states that all knowledge is constructed, and the
instrument of instruction includes cognitive structures that themselves are products of continued
construction. In the preoperational stage, Piaget suggests that elementary school children need
concrete objects, pictures, actions, and symbols to develop a deep understanding of mathematical
concepts. In addition, Bruner concurs that conceptual learning begins from active engagement or
experiences with concrete tasks (‘enactive’), moves towards perceptual images (‘iconic’), and then
to abstract (‘symbolic’) representations (Bruner, 1966). For instance, when teaching addition with
regrouping for obtaining, for example, 8 + 6, Grade 1 learners should move blocks in two groups
to act out the idea of using part of one addend so that the other addend will become a complete
“ten.” This hands-on approach views numbers as quantities and not mere numerals, and
progresses to pictorial representation of the same problem type. Learners’ advancement leads to
mental visualization and application of manipulations to abstract problems. Thus, the ultimate
objective of mathematics education, as outlined in the Concrete-Representational-Abstract
(CRA) Model, is to guide learners towards representations and operations that involve abstract
symbols (Hui et al., 2017).
Instructions
1. Select a Mathematics Concept
Choose a concept appropriate for Intermediate Level students. Use the learning competencies in
the MATATAG Curriculum as reference. You may opt to choose 1 topic for all the principles, or
different topic per combination of principles.
2. Scenario Outline
Develop a scenario where this concept is taught in a way that students can relate it to real-world
situations or their personal experiences (Experiential and Situated Learning Theory). For
instance, use a story or situation where the math concept emerges naturally, like planning a
garden plot for geometry.
3. Incorporate Reflective Practices: Include a segment where students reflect on their learning
process, challenges, and how they overcame them. This could be a journal entry or a group
discussion.
4. Employ Constructivism
Design activities where students build their understanding through hands-on activities and
exploration. Ensure your scenario allows room for students to construct knowledge rather than
just receiving it passively.
5. Foster Cooperative Learning
Organize the task in such a way that students work in small groups to solve problems or
complete projects, encouraging collaboration and peer learning.
6. Discovery and Inquiry-Based Learning
Encourage students to ask questions, investigate, and discover the math concept through
guided inquiry. Include questions or challenges that prompt them to explore and find solutions
independently or in groups.
7. Apply the CRA Approach
Structure your scenario to move from Concrete (using physical objects), to Representation
(using pictures or diagrams), and finally to Abstract (using symbols and equations) stages of
understanding the math concept.
Submission Guidelines
• Submit your scenario as a PDF document.
• Include a brief introduction of the math concept and explain why you chose this approach.
• Ensure your scenario is clear, detailed, and easy to follow.
Assessment Criteria
• Creativity and relevance of the scenario to real-world contexts – 5 points
• Effective integration of the educational principles. – 5 points
• Clarity and coherence of the instructions. – 5 points
• Engagement and interactivity of the proposed activities. – 5 points
Prepared by:
Ms. Melanie M. Lalim
Course Professor
