This document discusses experiential learning in mathematics education. It defines experiential learning as learning based on direct experience, where knowledge is gained through personal and environmental experiences. It describes benefits of experiential learning like thorough learning, retention of concepts, and joy in learning. The document also discusses the role of teachers in facilitating experiential learning and using manipulatives to help students understand mathematical concepts concretely before moving to more abstract levels.

1. ASSIGNMENT 1
EXPERIENTIAL LEARNING IN
MATHEMATICS
Submitted by,
GANESH KRISHNAN G
B.Ed MATHEMATICS
Roll No. 122
N.S.S. T.C PANDALAM

2. EXPERIENTIAL LEARNING
Experiential learning means Learning based on experience.
Experiential learning is the process of making meaning from
direct experience. Knowledge is continuously gained thought
both personal and environmental experiences.
IMPORTANTS OF EXPERIENTIAL LEARNING
 Learning by doing : In Experiential Learning , the
Learns by being part of the experiential
 Thoroughness of learning : Experiential learning
helps the students to learn the concepts quite
thoroughly .This is based on the principals : “
Practice makes humans perfect ”
 Immediacy of learning: In experiential learning,
the learning is quiet. This can be seen from the
example of on the hands computer training
where the skills are learnt quickly.
 Retention: Experiential learning helps in good
retention of the concepts.
 Joy of learning: Experiential learning adds joy to
the learning process. Students are actively
involved in the experiential learning.

3.  Interactive Learning: Experiential learning leads
to enthusiastic interaction among teachers and
learners. This interaction adds value to the
process of learning.
 Creativity: Provide creativity of the learner.
Role of the teacher
1. To provide emotional help and support in fostering
experiential learning.
2. To set –up learning experience which encourages
students to reflect upon their own feelings, ideas
and values.
3. Teacher should be creates learning opportunities.
4. To inculcate the values of life like co- operation, live
of justices, love of truths and appreciating the
contributions of others.
5. Providing a supportive social context for learning.
6. To modify learning tasks in the right of pupil
circumstances.
7. Teacher should encourage interaction between the
students.
8. Teacher provides motivation to the students.
9. Teacher creates a climate in which pupils can work
with sense of security and self confidence.

4. David A. Kolb (with Roger Fry) created a famous model on
experiential learning out of for elements: concrete
experience, observation and reflection, the formation of
abstract concepts and testing in new situations
Concrete
experince (1)
Observation and
reflection(2)
Testing in new
situations(4)
Forming abstract
concepts(3)
Only when a concept is meaningful to child can the symbolic
language of mathematics begin to be introduced and have
meaning .Active involvement in experiential learning is the
corner stone of meaning construction. Children need to think
and extract mathematical concepts from the authentic
experiences that teachers provide. Applying this idea to
mathematics is difficult, in part because mathematics is too
“abstract”. One practical root for bringing experience to bear

5. on students mathematical understanding, is the use of
manipulatives.
Manipulatives can be termed as objects that
can be touched and moved by students to introduce or
reinforce a mathematical concept. The manipulatives are
particularly useful in helping children to move from the
concrete to the abstract level. In ‘place value’ for eg. Pebbles ,
bundled straws, base-ten blocks and abacus.

6. Experiential Learning and Problem Solving
Experiential learning involves observing the phenomenon and
doing something meaningful with it through an active
participation. it emphasizes learning in which the learner is
directly in touch with the phenomenon being studied, rather
than just watching it or reading, learning or thinking about it.
Experience gives food for reflective thinking is the base for
active problem solving.
In a problematic situation knowledge is continuously
gained through both personal and environmental experiences.
In order to understand the problem well certain abilities
are required;
 The learner must be willing to be actively involved in the
experience.
 The learner must be reflect on the experience.
 The learner must possess and use analytical skills to
conceptualize the experience.
 The learner must possess decision making and problem
solving skills to use the new ideas gained from the
experience.

7. CONCLUSION
Experiential learning is subjective, concrete, interactive and
complex. The primary focus of the concepts discussed are
increasing the efficiency of learners in information and
experience into learning, enhancing retentions of learning,
enhancing transfer of knowledge and skills to new contents
and situations, and helping students take greater
responsibility for their own learning. As experiential learning
is more of a teaching philosophy than a scientific theory, it is
important for the educator to recognize that there is very
little evidence from cognitive science that provide theoretical
or objective conformation or denial of the key tenets of
experiential learning.