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Activity-2PRINCIPLES

The document discusses Jerome Bruner's Constructivism theory, emphasizing the importance of knowledge representation, individual and social constructivism, and the spiral curriculum in mathematics education. It highlights how learners actively construct knowledge through experiences and social interactions, and outlines a classroom action research study aimed at improving fourth-grade students' mathematics achievement using the Discovery Learning model. The findings indicate significant improvements in student learning outcomes across multiple cycles of the research.

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Lene Fabi
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21 views

Activity-2PRINCIPLES

The document discusses Jerome Bruner's Constructivism theory, emphasizing the importance of knowledge representation, individual and social constructivism, and the spiral curriculum in mathematics education. It highlights how learners actively construct knowledge through experiences and social interactions, and outlines a classroom action research study aimed at improving fourth-grade students' mathematics achievement using the Discovery Learning model. The findings indicate significant improvements in student learning outcomes across multiple cycles of the research.

Uploaded by

Lene Fabi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Naga City
Bicol State Colleges of Applied Sciences and Technology
COLLEGE OF EDUCATION
1st Semester | SY 2022 - 2023

PRINCIPLES AND STRATEGIES OF TEACHING MATHEMATICS (MATH125)


1st Semester | SY 2024 – 2025

Activity #2: CONSTRUCTIVISM IN MATHEMATICS EDUCATION

Names: Harlene F. Orbita Course&Section: BSED-MATH 3B


Ahira Jahleel Segui
Jymnuel Mark C. Vargas

A. Make a synthesis of the reported information based on the shared information of your classmates and
based on the given diagram below.

In Jerome Bruner’s Constructivism theory, it is evident from the diagram that each concept,
characteristics and views play a crucial role and heavily define the theory itself. The first one of the three
main concept of Bruner’s constructivism theory is representation of knowledge, it is where learners acquire
knowledge through physical experiences, visual representations and language. He suggested that even at a
young age we are capable of learning progressively. His theory of instruction stated that the teaching should
align on the learner’s capacity and training them to use their own mind in handling things, perceiving and
grasping ideas. In the theory of instruction, the primarily factor that established it is that learner are a
reactive organism that has needs and one of it is curiosity to seek learning and knowledge. To perceive,
structuring idea and conceptualizing is the means of categorization. Jerome Bruner has two views of
constructivism; one is learner’s being able to construct ideas of their own rather than just passively learning
and it is called individual constructivism. The other one is Social Constructivism where learner can gain
knowledge through social interaction.
Bruner has the spiral curriculum in cognitive development where a certain lesson or topic will progress
from easy to hard as the learner encounter it on different grades. The difficulty is progressing aligning to the
learning capacity of the learner together with the discovery learning where they investigate and learn by
themselves through their hands-on experiences. Bruner’s constructivism theory is an approach in education
where it states that learners learn actively by comparing their previous knowledge if there are similarities
and differences. It is the cognitive development of learners by decoding, examining and interpreting the
newly encountered concepts in learning align to their capabilities. He believed that a child can learn
anything at any age if provided a proper guidance and resources appropriate to their age.
B. Read an article research or study related to any of Bruner’s main concepts like representation,
constructivism, spiral curriculum, discovery learning. Then, fill out the matrix below and be ready to share
your output to the class.

Problem Research Methodology


Repairs are carried out in the form of classroom action
research to obtain the expected research results. This
improvement activity is planned in two cycles. It is first
The researcher conducted this study cycle and second cycle. Implementation in each cycle
with the aim of analyzing includes planning, implementation, observation, data
the design of learning, the process of collection or instruments, and reflection. This study uses
learning activities, learning models, descriptive quantitative methods. The method of data
and learning achievement of fourth collection is done in a way of documentation of learning
grade students on Thematic subjects. diaries, collaborator notes (research partners), student
scores, and student progress notes in the learning process,
observation of teaching and learning activities directly
related to research and test students after following the
Ponidi, P., Waziana, W.,teaching
Kristina,methods
M., & delivered by the teacher concerned.
Gumanti, M. (2020). Model of utilizing
discovery learning to improve mathematical
learning achievements. Attractive: Innovative
Findings Education Journal, 2(1), 41-48. Conclusions & Recommendations
Based on the data in table 1 above, it is known that fourth grade Conclusions that can be drawn from this
students who have low scores than KKM 70, as many as 16 students. classroom action research include: The
The percentage of students who have not reached KKM is equal to application of the Discovery Learning model
(70%), while those who have achieved completeness are only 7 can improve Mathematics learning achievement
students or equal to (30%). Based on the results of the pre cycle of fourth grade students at SDN 2 Suban. The
where the value of students has not yet achieved the completeness increase in student learning outcomes that can
that has been set, the research will be conducted for the cycle I stage. be proven by the change in the level of
Based on the data in table 2 above, it is known that fourth grade completeness of learning where the pre -cycle
students who have low score than KKM 70, as many as 8 students. level of completeness only reached 30% of the
The percentage of students who have not reached KKM is equal t o number of students 23 students with 7 students
(35%), while those who have achieved completeness are only 15 who completed, increased in the first cycle with
students or equal to (65%). Based on the findings in the first cycle a percentage reaching 65% with the number of
there are still shortcomings related to learning achievement. students which completed 15 students, increased
again in the second cycle reached 91% with a
Based on the data in table 3 above, it is known that fourth grade total of students who completed reaching 21
students who have less scores than KKM 70, as many as 2 students. students. The average score of student learning
The percentage of students who have not reached KKM is equal to outcomes when compared to the initial
(9%), while those who have achieved completeness are only 21 conditions is only 61.09, after being given an
students or equal to (91%). Based on the results of the research at the average action value of students in the first cycle
second cycle stage, the results of a very significant increase can be of 70.00 Whereas in the second cycle the
obtained, related to these results, the researchers and partners decided average score reaches 78.04 with learning
to stop this study because the results of the study have reached the completeness reaching 91%.Thus the author
specified target, 80% of the students who completed the KKM. feels the need to master and use various learning
Based on the results of the study, if the teacher uses the Discovery
Learning model in Mathematics learning the student learning
outcomes will increase. This can be proven by the progress of student
learning outcomes after using the Discovery Learning model. This
increase can be seen from the score and percentage of student
scores from the above tables. From the table it is clear the difference
from the pre - cycle conditions of students who complete 30%, in the
first cycle reaches 65% of students who complete, and in the second

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