Linking Prior and New Knowledge: Perceptions of Grade 7 Students on Meaningful Mathematics Learning

AUTHOR(S)

JOY A. ALMONTE ROGAR R. GARCIA, EdD

ABSTRACT

—— Connecting prior and new knowledge in mathematics is a challenge. I explored meaningful learning as perceived by Grade 7 students. I utilized qualitative descriptive design and involved 14 students whom I selected via purposive sampling technique. My interviews and focus group discussions revealed that students’ prior mathematical knowledge—topic, process, and principle knowledge—together with positive learning experiences, helped them overcome difficulties, connect past lessons to new concepts, and solve tasks more meaningfully. Meaningful mathematics learning may be strengthened through the combined efforts of teachers and school leaders by activating prior knowledge, using interactive real-life strategies, fostering supportive classrooms, and providing training, resources, and academic support. Future research may include Multiple Linear Regression and Exploratory Factor Analysis to better measure and understand how prior knowledge and new learning influence students’ meaningful learning in mathematics and to guide more effective teaching strategies. Keywords: Linking prior and new knowledge, perceptions of grade 7 students, meaningful mathematics learning