Theoretical Framework Of Constructivist Theory

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Theoretical Framework

This study was anchored on the Constructivist Theory. Constructivism is defined by Cunanan-Cruz (2002) as an educational theory whereby learners construct their own knowledge by a natural ability to think, by learning from the environment, or by combination of both natural ability and environmental influences, where the result is an autonomous, intellectual learner. Constructivism influences instructional theory by encouraging discovery, hands-on, experiential, collaborative, project-based, and task-based learning. It has roots in cognitive psychology and biology and is an approach to education that lays emphasis on the ways knowledge is created while exploring the world. Exemplars of constructivist theory may be
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The task of the teacher becomes that of preparing a series of motives of cultural activity, spread over a specially prepared environment, and then refraining from obtrusive interference. Human teachers can only help the great work that is being done, as servants help the master. Doing so, they will be witnesses to the unfolding of the human soul and to the rising of a New Man who will not be a victim of events, but will have the clarity of vision to direct and shape the future of human society."

Montessori’s beliefs are consistent with that of the Constructivists where she advocated a learning process which allows students to experience the environment first-hand (“Constructivism,”).
Kolb (1984) emphasizes the importance of conditionalized knowledge through experiential learning. His beliefs are likewise consistent with that of the Constructivists in that he includes concrete experience as part of the learning process and requires a student to test knowledge by acting upon the
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There are many ways that can be used to stimulate the students and enhance their understanding on a certain subject, one of which is the use of manipulatives. When the students are actively involved in manipulating materials, interest in mathematics will be aroused. Using manipulatives in teaching mathematics will help students learn that there are many different ways to solve problems; that mathematical problems can be symbolized in many different ways and that they can discuss mathematical ideas and concepts among themselves and work cooperatively in solving problems. Incorporating the use of manipulatives provides opportunity for the teacher to assess and meet the needs of the students as they construct personal mathematical
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