MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education

Math 183: Principles and Strategies in Teaching Mathematics

Name: DANNICA IVEE M. REYNON Course/Section: BSE MATH3A

Activity 1 - Underlying Principles and Strategies

1. What is constructivism?
Constructivism is a theory about how people learn. It suggests that knowledge is not
just transferred from teacher to student but is actively constructed by learners through their
experiences and reflections. According to this theory, learners build their own understanding
of the world by engaging with new information and reconciling it with what they already
know. For instance, if you learn about gravity, you might compare it to your previous
experiences with falling objects and adjust your understanding based on new information and
observations.

2. What are the goals of constructivism?

The main goals of constructivism are:
• To Develop Critical Thinking
• To Foster Independent Learning
• To Promote Deep Understanding
• To Support Lifelong Learning

3. What are the steps in constructing new knowledge?

Step 1: Encountering New Information - could be through an experiment, reading, or
a new experience.
Step 2: Reflection - students think about how the new information relates to their
existing knowledge. They may ask questions or discuss their ideas with others.
Step 3: Integration - try to incorporate the new information with what they already
know. This might involve adjusting or even changing their previous beliefs.
Step 4: Application - students apply their newly constructed knowledge to solve
problems or answer questions.
Step 5: Assessment - evaluate how well their new understanding works and reflect
on whether their knowledge needs further adjustment.

4. What are the roles of teachers and students in the constructivist classes?
ROLES OF TEACHERS:
✓ Facilitator. The teacher guides and supports students in their learning process rather
than just delivering information.
✓ Questioner. The teacher asks questions that provoke thinking and reflection.
✓ Observer. The teacher observes students’ interactions and provides feedback based
on their current understanding and progress.
✓ Resource Provider. The teacher provides tools, resources, and opportunities for
exploration and problem-solving

ROLES OF THE STUDENTS:

✓ Active Learner. Students actively engage in exploring, questioning, and
experimenting.
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

✓ Collaborator. They work with peers to discuss ideas, solve problems, and reflect on
their understanding.
✓ Reflective Thinker. Students regularly assess their learning process and adjust their
understanding based on new experiences and feedback.

5. What are the benefits in constructivism?

Constructivism provides several advantages that enhance the learning experience. It
promotes a deeper understanding of concepts by encouraging students to link new
information with what they already know. This method improves problem-solving skills as
students participate in hands-on activities and real-world challenges, leading to more effective
solutions. It boosts student engagement and motivation by making learning more interactive
and meaningful. It also supports the development of lifelong learning skills, enabling
students to become independent learners who can continuously seek and apply new
knowledge throughout their lives.

6. What are some of the activities in a constructivist class?

a. Hands-On Experiments. For example, in a science class, students might conduct
experiments to test hypotheses about chemical reactions.
b. Group Discussions. Students discuss their ideas and theories with peers, as in a history
class where they debate different perspectives on historical events.
c. Problem-Based Learning. Students work on real-world problems, such as designing a
sustainable garden, which requires them to apply various concepts and collaborate
with others.
d. Reflective Journals. Students write about their learning experiences and reflections
to better understand their progress and areas for improvement.
e. Projects and Presentations. Students research a topic, create a project, and present
their findings, such as creating a model of a historical building and explaining its
significance.

7. What is meant teaching for understanding?

Teaching for understanding involves guiding students to grasp the deeper meaning
behind concepts rather than just memorizing facts or procedures. This approach emphasizes
explaining the reasons behind what they are learning, helping them make connections
between different ideas, and encouraging them to apply their knowledge in various contexts.
The goal is to ensure that students not only learn how to perform tasks but also understand
why those tasks work the way they do. By fostering a deeper comprehension, students are
better equipped to apply their knowledge flexibly and creatively in different situations.

8. What are the five strands of mathematics proficiency?

THE FIVE STRANDS OF MATHEMATICS PROFICIENCY
As Defined by The National Research Council
1. Conceptual Understanding (Understanding): Comprehending mathematical
concepts, operations, and relations – knowing what mathematical symbols, diagrams,
and procedures mean.
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

2. Procedural Fluency (Computing): Carrying out

mathematical procedures, such as adding, subtracting,
multiplying, and dividing numbers flexibly, accurately,
efficiently, and appropriately.
3. Strategic Competence (Applying): Being able to
formulate problems mathematically and to devise
strategies for solving them using concepts and
procedures appropriately.
4. Adaptive Reasoning (Reasoning): Using logic to explain
and justify a solution to a problem or to extend from
something known to something not yet known.
5. Productive Disposition (Engaging): Seeing mathematics
as sensible, useful, and doable – if you work at it – and
being willing to do the work.

9. What are the eight standards of mathematics practice by NCTM?

EIGHT COMMON CORE STATE STANDARDS FOR MATHEMATICS
1) Make sense of problems and persevere in solving them.
2) Reason abstractly and quantitatively.
3) Construct viable arguments and critique the reasoning of others.
4) Model with mathematics.
5) Use appropriate tools strategically.
6) Attend to precision.
7) Look for and make use of structure.
8) Look for and express regularity in repeated reasoning.

10. What is the difference between teaching towards relational understanding and teaching
towards instrumental understanding?
➢ Relational Understanding
Focuses on understanding the "why" behind mathematical concepts and
procedures. It involves grasping the reasons and principles that underpin
mathematical rules and processes. This type of understanding helps students apply
concepts flexibly and solve problems in various contexts, but can take longer to
develop and may be less immediately practical.
➢ Instrumental Understanding
Emphasizes knowing and applying specific procedures and rules. It is more
about mastering the "how" to perform mathematical operations correctly and
efficiently. This type of understanding can be quicker to teach and learn, but may be
less adaptable to new or unfamiliar problems without additional relational
understanding.
In other words, relational understanding is about comprehending the deeper
principles of mathematics, while instrumental understanding is about efficiently applying
mathematical procedures.
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

Reflective Activity
Do you think these approaches to teaching mathematics be effective to all types of learners and in all
topics in mathematics? Justify your answer.

Reflecting on the effectiveness of teaching approaches in mathematics, I believe that both

relational and instrumental understandings have their place, but their effectiveness can vary
depending on the learner and the topic.
For relational understanding, where the focus is on grasping the "why" behind mathematical
concepts, I think it can be incredibly effective for learners who benefit from seeing the big picture. For
example, if I'm learning about algebraic expressions, understanding the principles behind why we
simplify expressions or solve equations can help me apply these skills in various situations. This
approach can be especially valuable for learners who are naturally curious and enjoy exploring the
reasons behind processes. It fosters a deeper understanding and can make math feel more meaningful
and less like a series of isolated tasks.
For some learners, especially those who find abstract thinking challenging, relational
understanding might feel overwhelming. For example, a student who struggles with grasping the
conceptual basis of algebra might find it hard to see how simplifying an expression fit into the larger
picture of algebraic problem-solving. For these learners, starting with instrumental understanding,
which focuses on the "how" of performing procedures, can provide them with practical skills that they
can use immediately. For instance, learning the step-by-step process of solving quadratic equations
without initially focusing on the underlying theory can build confidence and provide a foundation upon
which relational understanding can later be developed.
In terms of topics, instrumental understanding might be more immediately useful for
procedural tasks like long division or specific algorithm-based operations. These are areas where
knowing the exact steps is crucial, and having a clear, step-by-step method can help learners achieve
correct results quickly.
On the other hand, topics that involve broader concepts and require application in various
contexts, such as geometry or calculus, benefit greatly from relational understanding. For example,
understanding why the Pythagorean theorem works (relational) helps in applying it to different
problems, rather than just memorizing the formula (instrumental).
In summary, while relational understanding provides deep insights and helps learners apply
knowledge flexibly, instrumental understanding offers practical tools and immediate skills. The
effectiveness of each approach can depend on the learner's needs and the specific topic being studied.
Ideally, a balanced approach that incorporates both types of understanding can help cater to different
learning styles and needs.