Many of the science concepts such as gravity, friction, force, momentum etc. can be learned by students playing on slides, swings, spinners, and a number of other standard and custom playground equipments. Students can explore the scientific principles of motion, balance, sound, sight, levers and simple machines, as well as about sun, wind and water. Motivating them to look at the science underlying the enjoyable handson activities, their playing can be turned into a joyful experiential learning by an innovative teacher like us. In the same manner as a mathematics teacher, we have to think to incorporate some of the experiential learning strategies in our classroom practices. Mathematics requires experiential learning where students are involved in their own understanding of mathematical concepts and practices. Through this type of learning, students are able to identify problems, use constructive reasoning to make viable arguments, and applying mathematics in real-life problems.

1. Experiential Approach of
Learning Mathematics
K.THIYAGU
Assistant Professor
Department of Education
Central University of Kerala

2. “Education is reconstruction
of experiences”
John Dewey

3. The continuity of experience is the philosophy of
Educative Experiences. It is held that education is a
development within, by, and for Experiences.

4. Education is
by,
of,
and
for
experiences

5. “No any mental
activity will be
completed without
any physical
activity.”
(Einstein)

6. Learning takes place by interaction between
the situation and the learner.
When any situation acts up on the learner, the
learner reacts, modifies his behaviour and this
interaction results in learning.

7. Skill development occurs
through
Experiential Learning.
Experiential Learning is
an approach to learning
in which participants
engage in an activity,
reflect on the activity
critically, and obtain
useful insight and
learning.

8. Senses are the gate ways of
knowledge.
Sight,
Hearing,
Feeling or Touch,
Smell and Taste

9. Senses
Objectives
Vision Hearing Touch Smell & Taste
Knowledge 75 25 -
Used only in
some subjects
such as
identification of
chemical,
sanitation,
cookery etc.Skill 25 10 65
Percentage of learning through different senses

11. • HEARING: Lecture, explanation, discussion etc.
• VISION: Demonstrations, models, Computer, other AV aids
• TOUCH: Practice by students, Physical participation

12. Experiential
Learning
Cycle

13. #1 - Experiencing
Any activity that involves self-assessment or
interpersonal interaction may be used as the
“doing” part of experiential learning.

14. #2 - Publishing
Share or publish what
they observed and
how they felt during
that experience.
This step involves finding out what happened within
individuals, at both cognitive (knowledge and perception) and
affective (emotional and feeling) levels, while the activity
was progressing.

15. #3 - Processing
Systematic examination of shared experiences
by the members of the group.

16. #4 - Generalizing
The members of the group begin to focus on their
awareness of situations in their personal or work lives
that are similar to those they experienced in the group

17. #5 - Applying
The group leader helps group members apply generalizations
to actual situations which they are experiencing

18. Examples
Concept: Rate of interest
Teacher may assign the students to observe the
passbook of their parents of any bank.
Students will understand and better way to apply the
idea of interest and rate of interest in different situations
if they learn it through experience.

19. Rationale for Use
• More people using the same resources - producing higher
efficiency in learning.
• Apply this technique in various settings and adapt it to meet
the diverse learning objectives
• Allows exploration of communication skills and interpersonal
relationships within organizations.
• Provides group members with the opportunity to experience
and understand issues related to responsibility.
• Provides people with a peer group experience where they
are able to demonstrate for themselves their capacities to
help each other grow.

20. Conclusion
Mathematics requires
experiential learning where
students are involved in
their own understanding of
mathematical concepts and
practices.
Through this type of
learning, students are able
to identify problems, use
constructive reasoning to
make viable arguments, and
applying mathematics in
real-life problems.

21. References
• http://www.au.af.mil/au/awc/awcgate/sgitc/read2.htm
• https://www.researchgate.net/publication/247920250_Learning_together_Kolb's_experie
ntial_theory_and_its_application
• http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.187.3499&rep=rep1&type=pdf
• http://nios.ac.in/media/documents/dled/Block1_504.pdf

22. Licensed under
Thank You
Jai Bharat!