A CONSTRUCTIVIST APPROACH TO EARLY GRADE NUMERACY: INSIGHTS FROM PIAGET’S THEORY
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This study examines the application of Piaget’s constructivist theory in early grade numeracy instruction, focusing on how his principles of cognitive development can inform and enhance numeracy learning for young students. Piaget’s emphasis on active learning, discovery, and the role of the learner in constructing knowledge provides a valuable framework for teaching mathematics in early grades. Through classroom observations, teacher interviews, and student assessments, the research explores how constructivist strategies—such as hands-on activities, problem-solving tasks, and peer collaboration—can improve students’ understanding of basic numeracy concepts. The findings highlight the significance of promoting cognitive development through age-appropriate, interactive learning experiences that align with Piaget’s stages of cognitive development. Additionally, the study identifies challenges and benefits in implementing constructivist approaches in diverse classroom settings. The study offers practical recommendations for educators to integrate constructivist methods in early numeracy education, aiming to foster deeper conceptual understanding and critical thinking skills in young learners.
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