Republic of the Philippines

Sorsogon State University

EDUCATION, ACCOUNTANCY, AND ENTREPRENEURSHIP
DEPARTMENT
Sorsogon City
First Semester, SY 2021 - 2022

(MATH 16) PRINCIPLES AND STRATEGIES IN TEACHING MATHEMATICS

Professor : Karina D. Belardo, MS
Topic : The Learner
Student : Ryan B. Ardidon
BSEd - Mathematics 3A

THE LEARNERS

❖ THE LEARNER IS AN EMBODIED SPIRIT

The apple of the eye in the teaching-learning process is the learner. All the methods and
strategies used by the teacher are geared towards the interests and differences of the
learners. This is an assumption that the learner
- is a union of sentient body and rational soul. His body experiences sensations and
feels pleasure and pain. His soul is the principle of spiritual acts. Body and soul exist
in mutual dependence (Kelly, 1965).
The learner is an embodied spirit. He is neither body nor spirit alone.
He has possessed the qualities of an individual with unique characteristics. As an
embodied spirit the learner is equipped with cognitive and appetitive faculties. These
faculties define the learner of his needs and interests. It is then the responsibility of the
teacher to meet and satisfy those needs with care and accuracy.

❖ THE FUNDAMENTAL EQUIPMENT OF THE LEARNER

A. COGNITIVE FACULTIES
• Cognitive means involving conscious intellectual activity such as thinking,
reasoning, or remembering.
• This involved the learner’s:

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 o Five senses
- through the learners five senses, the learner can be able to:
▪ See – learns through seeing things
▪ Hear – learns best through hearing things
▪ Feel – learns through hearing things
▪ Smell use their sense of smell or taste to learn
▪ Taste

The learner can be able to form

o Memory
concepts of ideas as he/she
o Imagination thinks, as well make judgment
o Intellect from given information and reason
out.

B. APPETITIVE FACULTIES
• Refers to the learner’s feeling, emotion and rational will.
• Using the learner’s rational will, the learners have the capacity to think and
choose, what he/she thinks to be desirable according to his/her own analysis.

While learners are equipped with the cognitive and appetitive faculties they differ,
however, in the degree as to which they are utilized and expressed. They may differ in
their abilities, aptitudes, interests, values and attitudes.
Five Distinguishing Elements
1. Ability
– students’ native ability dictates the prospects of success in any purposeful
activity. It determines their capacity to understand and assimilate information
for their own use and application. As learners, they differ in the way they
observe and interpret happenings in their surroundings. As to mental ability,
learners can be categorized into superior, above average, average, and below
average. Thus, a wide range of their intelligence is a factor to consider in
planning instruction.

2. Aptitude
– refers to the student’s innate talent or gift. It indicates a natural capacity to
learn certain skills. Some may exhibit essential inclination for the arts such as
painting and designing crafts, propensity for music, and flair for dramatics.

3. Interests
– Learners vary in activities that are undertaken due to a strong appeal or
attraction. For instance, a physically robust student would go for athletics, while
an artistic and stylish student would pursue hobbies that are fascinating. Thus,

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 lessons that give them the chance to express their deep feelings for objects are
actions will be more meaningful and easily absorbed.

4. Family & Cultural Background

– the learner’s participation in classroom activities is influenced by their home
training and experiences, either way they become attuned and confident in their
ways or inactive and apathetic.

5. Attitudes
– students have unique way of thinking and reacting. Confronted with the same
situation in the learning environment, each one would react differently
depending on their personal characteristics. Attitudes refer to individual’s
perspective and disposition.
Some positive attitudes of learners are:
a. Curiosity – eagerness of the learner to know more about an object or
event by endlessly questioning until they get the right information.
b. Responsibility – responsible students pursue assigned task to completion
despite personal constraints. They are accountable for their actions and
decisions. They easily instill the same trustworthy attitude among
themselves.
c. Creativity – the student’s capability of generating own ideas of doing
things. Being imaginative, they can think of solutions to problems
confronting them. They innovate procedures and techniques instead of
sticking to antiquated and traditional methodologies.
d. Persistence – Persistent students sustain interest in a learning activity not
mindful of the extra time and effort being spent.

❖ GARDNER’S THEORY OF MULTIPLE INTELLIGENCES

When you hear the word intelligence, the concept of IQ testing may immediately
come to mind. Intelligence is often defined as our intellectual potential; something we are
born with, something that can be measured, and a capacity that is difficult to change. In
recent years, however, other views of intelligence have emerged. One such conception
is the theory of multiple intelligences proposed by Harvard psychologist Howard Gardner.
Theory of Multiple Intelligences
This theory suggests that traditional psychometric views of intelligence are too
limited. Gardner first outlined his theory in his 1983 book Frames of Mind: The Theory of
Multiple Intelligences, where he suggested that all people have different kinds of
"intelligences."

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 1. Visual-Spatial Intelligence
- People who are strong in visual-spatial intelligence are good at visualizing things.
These individuals are often good with directions as well as maps, charts, videos,
and pictures.
- They like to draw, paint, or sculpt their ideas and often express their feelings and
moods through art. These individuals often daydream, imagine and pretend. They
are good at reading diagrams and maps and enjoy solving mazes and jigsaw
puzzles. Teachers can foster this intelligence by utilizing charts, graphs, diagrams,
graphic organizers, video tapes, color, art activities, doodling, microscopes and
computer graphics software. It could be characterized as right-brain activity.
- Pablo Picasso, Bobby Fischer, and Georgia O'Keefe are some examples of people
gifted with this intelligence.
Strengths: Visual and spatial judgment
Characteristics: Read and write for enjoyment; Are good at putting puzzles together;
Interpret pictures, graphs, and charts well; Enjoy drawing, painting, and the visual arts;
and Recognize patterns easily.
Potential Career Choices: Architect, Artist, Engineer

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 2. Linguistic-Verbal Intelligence
- People who are strong in linguistic-verbal intelligence are able to use words well,
both when writing and speaking. These individuals are typically very good at writing
stories, memorizing information, and reading.
- Teachers can enhance their students' verbal/linguistic intelligence by having them
keep journals, play word games, and by encouraging discussion. People with
strong rhetorical and oratory skills such as poets, authors, and attorneys exhibit
strong linguistic intelligence.
- Traditionally, Linguistic intelligence and Logical/Mathematical intelligence have
been highly valued in education and learning environments.
Strengths: Words, language, and writing
Characteristics: Remember written and spoken information; Enjoy reading and writing;
Debate or give persuasive speeches; Are able to explain things well; Use humor when
telling stories
Potential Career Choices: Writer/journalist, Lawyer, Teacher

3. Logical-Mathematical Intelligence
- People who are strong in logical-mathematical intelligence are good at reasoning,
recognizing patterns, and logically analyzing problems. These individuals tend to
think conceptually about numbers, relationships, and patterns.
- Teachers can strengthen this intelligence by encouraging the use of computer
programming languages, critical-thinking activities, linear outlining, science-fiction
scenarios, logic puzzles, and through the use of logical/sequential presentation of
subject matter.
- Some real-life examples people who are gifted with this intelligence are Albert
Einstein, Niehls Bohr, and John Dewey.
Strengths: Analyzing problems and mathematical operations
Characteristics: Have excellent problem-solving skills; Enjoy thinking about abstract
ideas; Like conducting scientific experiments; Can solve complex computations
Potential Career Choices: Scientist, Mathematician, Computer programmer, Engineer,
Accountant

4. Bodily-Kinesthetic Intelligence
- Those who have high bodily-kinesthetic intelligence are said to be good at body
movement, performing actions, and physical control. People who are strong in this
area tend to have excellent hand-eye coordination and dexterity.
- They are good at small and large muscle skills; they enjoy all types of sports and
physical activities. They often express themselves through dance. Teachers may

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 encourage growth in this area of intelligence through the use of touching, feeling,
movement, improvisation, "hands-on" activities, permission to squirm and wiggle,
facial expressions and physical relaxation exercises.
Strengths: Physical movement, motor control
Characteristics: Are skilled at dancing and sports; Enjoy creating things with his or her
hand; Have excellent physical coordination; Remember by doing, rather than hearing or
seeing
Potential Career Choices: Dancer, Builder, Sculptor, Actor

5. Musical Intelligence
- People who have strong musical intelligence are good at thinking in patterns,
rhythms, and sounds. They have a strong appreciation for music and are often
good at musical composition and performance.
- Teachers can integrate activities into their lessons that encourage students'
musical intelligence by playing music for the class and assigning tasks that involve
students creating lyrics about the material being taught. Composers and
instrumentalists are individuals with strength in this area.
Strengths: Rhythm and music
Characteristics: Enjoy singing and playing musical instruments; Recognize musical
patterns and tones easily; Remember songs and melodies; Have a rich understanding of
musical structure, rhythm, and notes
Potential Career Choices: Musician, Composer, Singer, Music teacher, Conductor

6. Interpersonal Intelligence
- Those who have strong interpersonal intelligence are good at understanding and
interacting with other people. These individuals are skilled at assessing the
emotions, motivations, desires, and intentions of those around them.
- Teachers can encourage the growth of Interpersonal Intelligences by designing
lessons that include group work and by planning cooperative learning activities.
Counselors and social workers are professions that require strength in this area.
Strengths: Understanding and relating to other people
Characteristics: Communicate well verbally; Are skilled at nonverbal communication;
See situations from different perspectives; Create positive relationships with others;
Resolve conflicts in group settings
Potential Career Choices: Psychologist, Philosopher, Counselor, Salesperson,
Politician

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7. Intrapersonal Intelligence
- Individuals who are strong in intrapersonal intelligence are good at being aware of
their own emotional states, feelings, and motivations. They tend to enjoy self-
reflection and analysis, including daydreaming, exploring relationships with others,
and assessing their personal strengths.
- Teachers can assign reflective activities, such as journaling to awaken students'
Intrapersonal Intelligence. It is important to note that this intelligence involves the
use of all others. An individual should tap into their other intelligences to completely
express their Intrapersonal Intelligence.
Strengths: Introspection and self-reflection
Characteristics: Analyze their strengths and weaknesses well; Enjoy analyzing
theories and ideas; Have excellent self-awareness; Understand the basis for his or
her own motivations and feelings
Potential Career Choices: Philosopher, Scientist, Writer, Theorist

8. Naturalistic Intelligence
- Naturalistic is the most recent addition to Gardner’s theory and has been met with
more resistance than his original seven intelligences. According to Gardner,
individuals who are high in this type of intelligence are more in tune with nature
and are often interested in nurturing, exploring the environment, and learning about
other species. These individuals are said to be highly aware of even subtle
changes to their environments.
- Teachers can best foster this intelligence by using relationships among systems
of species, and classification activities. Encourage the study of relationships such
as patterns and order, and compare-and-contrast sets of groups or look at
connections to real life and science issues.
Strengths: Finding patterns and relationships to nature
Characteristics: Are interested in subjects such as botany, biology, and zoology;
Categorize and catalog information easily; Enjoy camping, gardening, hiking, and
exploring the outdoors; Dislikes learning unfamiliar topics that have no connection to
nature
Potential Career Choices: Biologist, Conservationist, Gardener, Farmer

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(Additional Topic)
Learning Styles
1. Sensing-Thinking/Mastery Learner - efficient and results-oriented, preferring action to
words and involvement to theory. They have a high energy level for doing things which
are pragmatic, logical, and useful.
2. Intuitive Thinking/Understanding - prefer to be challenged intellectually and to think
things through for themselves. They are curious about ideas, have a tolerance for theory,
a taste for complex problems, and a concern for long-range consequences.
3. Intuitive-feeling/Self-Expressive - the ones who dare to dream, committed to their
values, open to alternatives, and constantly searching for new and unusual ways to
express themselves.
4. Sensing-Feeling/Interpersonal - sensitive to people's feelings--their own and others'.
They prefer to learn about things that directly affect people's lives rather than impersonal
facts or theories.

References:
Cherry K. (2021). Gardner’s Theory of Multiple Intelligences. Retrieved from
https://www.verywellmind.com. Date accessed August 23, 2021.
University of Perpetual Help System-Delta. (2012). Principle of Teaching: The Learner.
Retrieved from https://www.slideshare.net. Date accessed August 23, 2021.