MANUALS ON

INTERPERSONAL AND
KINESTHETIC PEDAGOGY:
A Contextualized Teaching Strategies and
Motivational Activities in Mathematics
 Preface
Mathematics is a required subject in the school
curriculum and serves as a catalyst for the
advancement of all other sciences. Whether we
realize it or not, we use mathematics in every
aspect of our lives. However, it is widely held that
the majority of students dislike mathematics due to
a variety of factors, including instruction, learners'
intellectual, emotional, and locomotor activity
characteristics, subject matter, and the learning
environment. According to the study, Why High
School Students Feel Mathematics Difficult? An
Exploration of Affective Belief, Mathematics is the
most liked subject for only 3 or 6% of students and
it is the hated one for 45 or 88% of students.

A Psychologist, Howard Gardner proposes

eight concepts of the Theory of Multiple
Intelligences which include the Interpersonal and
Bodily-Kinesthetic. Individuals who categorized
themselves as interpersonal are good at
communication and socialization. They interact
with other people easily and comfortably. On the
other hand, Bodily-Kinesthetic individuals are good
at performing, and any activities that require
movements. They are usually the talented ones
especially when it comes to dancing. In a
classroom, interpersonal and kinesthetic students
are a set of learners that you cannot learn by just
showing Presentations or writing on the board,
especially if the lesson is Mathematics. It
emphasizes that instructors need to learn how to
take into account, recognize, and handle these
variations because there are now more variables
among students than ever before.

Manuals on Interpersonal and Kinesthetic

Pedagogy: A Contextualized Teaching
Strategies and Motivational Activities in
Mathematics is a collection of proposed teaching
strategies and motivational activities intended for
Mathematics teachers who are dealing with
interpersonal and kinesthetic learners. This book is
made as a partial fulfillment of the authors in their
course subject, Facilitating Learner-Centered
Teaching. From an interpersonal learner's point of
view, they learn best when they are given
opportunities for direct involvement with others in
group projects in school or within the larger
community.

While kinesthetic learners are overly attentive

students who like to learn by touching and doing
but who also lack access to hands-on learning
opportunities. These contextualized teaching
strategies and motivational techniques aim to
address the gap between the learners’ learning
styles and teachers’ approaches. Through the
synergy of learners’ multiple intelligences and
teachers’ teaching techniques, it is expected that
the learners will comprehensively grasp the
different Mathematical concepts taught at the
Secondary level of Education.
 Acknowledgment
The authors would like to express their
heartfelt gratitude and appreciation to the following
groups and individuals who have extended their
help and shared their time and knowledge in one
way or another that contributed to the fulfillment of
this book.

First and foremost, to the Almighty God, who

gave His unending love, guidance, His overflowing
grace, and protection that led us in completing this
book successfully.

The editor, Mr. Esperval Cadiao, for his

suggestions, constructive criticisms, and support
from the start up to completing the book. His
undying support and encouragement made the
success of this book possible.

The (name of printing press) for turning the

immense thoughts of the authors into reality and
offering their expertise and services about
delivering a quality physical book. (name of the
printing press) efforts are highly valued for without
their help, this book will not be published.

To all the authors and reviewers, for their

valuable contributions regarding the improvement
of quality, coherence, and content presentation of
chapters.

To the parents of the authors, for their

continuous love and support that helped them
emotionally, financially, and morally, for inspiring
the authors and giving them strength to make this
book a success.

To their friends and classmates, for all the

support, encouragement, and most especially for
the genuine friendship which kept them rising up
from their ashes every time they failed.

The amendable efforts that they showered in

the accomplishment of this book will always be
treasured and remembered.
 Christine Albeza is a
19-year-old second-year student
pursuing a Bachelor of
Secondary Education with a
Mathematics Major at West
Visayas State University (Main
Campus). Since then, she has
garnered awards (including for
extracurricular activities); in Papuri 2022, she was
given a silver award. Albeza is also a beneficiary of
KAISA, a scholarship program offered to college
students by the Alimodian municipality to support
their academic pursuits. As a would-be teacher,
Albeza believed that possessing pedagogical
expertise in the teaching profession was necessary
because it not only improved classroom instruction
but also assisted in meeting all of the students'
educational demands.

Ma. Jessa G. Bangeles, a

second-year student, supports
the integration of multiple
intelligences and teaching
strategies in teaching
Mathematics effectively. She
is studying at West Visayas
State University taking a
Bachelor of Secondary Education Major in
Mathematics. Bangeles was awarded Gold Award
and also a Top 2 in the whole Secondary
Education students of WVSU-COE Batch 2025 last
Papuri 2022. Furthermore, she is also one of the
recipients of the Gokongwei Brothers Foundation
TeachSTEM College Degree Scholarship Program.
Her passion for leadership and service continues
to flourish in the University as she joins
organizations to serve her fellow students.

Ralph Michael Condino is a

second-year student taking a
Bachelor of Secondary
Education Major in Mathematics
at West Visayas State
University. Recently, he
represented the school in a
national competition by playing
online games where he is the
team captain. He was also a member of Iloilo
Prima Galaw and performed in various places
where he gained experiences in the field of acting,
dancing, and most importantly, the ability to have
self-discipline and confidence at the same time. He
believes that the past can hurt so it’s either you run
from it or learn from it.

Khyla Joy L. de los Reyes is

in her second year of a
Bachelor of Secondary
Education (BSED) with a Major
in Mathematics at West
Visayas State University.
During the Papuri 2022, de los
Reyes received a Gold Award
and was ranked second in the BSED WVSU-COE
Batch 2025. She has been functional in multiple
school organizations since elementary school and
continues to be so in college. As a future educator,
de los Reyes believes that using the most
appropriate learning strategies in teaching different
types of learners can make a significant difference
in honing each student's skills, talents, and
abilities.

Denisse P. Gadot is an
aspiring Mathematics teacher
at West Visayas State
University. She is enrolled as a
second-year student with a
Bachelor's Degree in Education.
Since then, she has been a
consistent honor student and
recently, she was awarded a
silver award in Papuri 2022.
Aside from teaching and Mathematics, her passion
and interest also align in the field of singing and
dancing. As a future teacher, she highlighted that
due to more variations among pupils than ever
before, teachers must learn how to account for,
acknowledge, and address these variances to
improve the quality of education.

Loren H. Hisanza is one of

the pre-service teachers at
West Visayas State
University. Specifically, she is
pursuing a Bachelor of
Secondary Education Major
in Mathematics. Through her
commitment to studies, she
received a silver award during
the Papuri 2022. Hisanza not only excels in dealing
with numbers but also performs well in singing and
dancing. As a future teacher, she believes that
teaching students entails more than just following a
lesson plan and encouraging them to learn in a
variety of ways - teaching is to inspire a love for
learning.

Mary May B. Pioquinto, 20

years old, was born at Sta.
Barbara Iloilo on May 17,
2002. Currently, she is a
second-year student at West
Visayas State University-Main
Campus taking Bachelor of
Secondary Education Major in
Mathematics and was
awarded a silver award during her freshman year.
Being a successful teacher who positively
influences every child's life is her lifelong dream.
As a pre-service teacher, her perspective focuses
on generating different learning strategies as an
effective way to address every learner's needs and
make way for them to reach the highest possible
learning they could acquire.

Rovilyn D. Requilme was

born and raised at Sto. Niño
Sur Arevalo, Iloilo City. She is
pursuing a Bachelor's Degree
in Education majoring in
Mathematics at West Visayas
State University's Main
Campus and earned a silver
award last Papuri 2022. Her
greatest life achievement was using her own
money to purchase an electric motor for her family
as she experienced different jobs during her fourth
grade in primary up to the present. As an aspiring
educator, she believes that conducting effective
learning techniques in students can help them
overcome their flaws and develop their abilities.

Marie Fe C. Sigaya
perceives that every learner
has a distinct way of adapting,
which pushes her to be
dedicated to developing ways
to cope with every unique
student. She is currently a
sophomore student at West
Visayas State University
taking a Bachelor of Secondary Education major in
Mathematics at West Visayas State University.
She finished her secondary education with With
Honors and in her first year, she is one of the Silver
Awardees. She is also part of the Inter-Varsity
Christian Fellowship (IVCF) Iloilo Chapter and was
elected as Secretary of the Iloilo Leaders' Council.

Clarinse Ann G. Sunico is a

second-year student of West
Visayas State University-Main
Campus, pursuing a Bachelor
of Secondary Education Major
in Mathematics. With her
perseverance, she garnered a
gold award during the Papuri
2022. Sunico considers
herself an interpersonal
person. She is obsessed with the human
connection. She aspires to be an educator who
touches the lives of every learner. She believed
that Mathematics can be taught to learners
effectively when using the right learning strategies
and motivational activities for diverse students.

Jushua T. Tabasa is a
second-year student at
West Visayas State
University-Main Campus
(WVSU-Main Campus). He
is taking a Bachelor of
Secondary Education Major
in Mathematics and earned
a Gold award last Papuri
2022. He lives in Brgy.
Cadabdab, Tubungan, Iloilo. Currently, he is an
active member and a leader of Tubungan Youth for
Peace and Development Association, serving the
youth towards empowerment, leadership, and
development towards a better tomorrow.
Furthermore, he emphasizes that education serves
as a springboard for a brighter future, thus creating
and developing various learning strategies would
be a great help for the learners.
 Esperval Cezhar H.
Cadiao graduated
Magna Cum Laude with
a degree in BSED
English from West
Visayas State
University under a
Full-Merit Scholarship
by CHED. He finished
his Master’s Degree in
ESL at the University of
the Philippines Visayas. He is a three-time national
winner and a recipient of the
Alegre-Abelardo-Ledesma Award for Excellence in
Culture and the Arts. He has written English
Grammar modules for students and professionals.
At present, he serves as a faculty member of
WVSU. He is also currently writing his dissertation
for Ph.D. in Applied Linguistics at the University of
St. La Salle.
Table of Contents
Contextualized Teaching
Strategies and
Motivational Activities in
Mathematics
Title: Learning Buddies
Background/Introduction/Definition

Teaching mathematics through an

interpersonal learning style may also be effective in
ensuring that your students understand and
comprehend this subject course, particularly if the
majority of your students are interpersonal learners
who are more comfortable chairing committees,
participating in group learning projects, and
communicating with other students and adults.

As educators, we must be mindful of what

learning strategies we utilize, and this
interpersonal learning strategy, "learning buddies,"
is best used when handling interpersonal learners.

Specific Procedures
1. Form a group that will serve as students’
"learning buddies" for the whole school
year.

2. Ensure that fast learners are evenly

distributed among the 4-5 members of
each group.

3. It is recommended that the students will sit

together with their learning buddies in a
row.
4. There will be time allotted for learners to go
with their learning buddies after each
discussion.

5. This allotted time will greatly help these

interpersonal learners share and discuss
their takeaways from the teacher's
discussion.

6. After brainstorming with their learner

buddies, the teacher could give some
exercises or problems to be answered by
the group.
Title: 3Rs: Recall, Repeat, Reward
Background/Introduction/Definition

3Rs: Recall, Repeat, Reward is a teaching

strategy that aims to help the teachers or
facilitators in handling groups of learners that
embody interpersonal intelligence. Learners who
categorized themselves as interpersonal love
communicate their thoughts and ideas with other
people. These natural personalities of the students
are a good foundation for commencing active
participation within the classroom
.
As educators, let us not encourage a
monotonous ambiance in the classroom especially
when interpersonal learners are present.

Specific Procedures
1. Before beginning the proper discussion,
ask the students about how their day
started or went. Through this, the learners
will be able to feel the comfort in talking or
communicating what they feel or think.

2. You may also share something relevant

(may it be funny or formal) that happened
to you.

3. Now, the environment feels comfortable,

safe, and active.

4. Ask the students to recall any words, signs,

operations, formulas, or topics that they
 can remember during the previous
discussion about Mathematics.

5. Any student can raise their hands.

Recognize them by giving the learner a
lollipop (it can also be candies, finger foods,
or school supplies)

6. Recognize each one of them who is raising

their hands and continue the discussion if
everyone is finished sharing their prior
knowledge.

7. In the middle of the discussion, emphasize

the important terminologies, and allow the
learners to read the phrase or word
repeatedly.

8. Through this, interpersonal learners who

are fond of communication will not be
bored in class, and it will be easy for them
to remember their lessons because they
are able to recall and repeatedly talk about
them in the classroom.
Title: Speak your Mind!
Background/Introduction/Definition

Aside from group activities or group

collaboration, another strength that interpersonal
learners have is speaking. Interpersonal learners
are known to be good speakers as they put
importance on communication. Speak your Mind is
a teaching strategy that encourages teachers to
integrate extemporaneous speaking in
Mathematics through oral recitation.

Let us not limit the learners' environment to

Math alone, let us also apply the concepts of other
subjects in Mathematics class (e.g.,
Extemporaneous Speaking was adapted from an
English subject.)

Specific Procedures
1. Test the learners’ comprehension through
oral recitation but let us make it with a
twist.

2. After the discussion, randomly select two

students from the class.

3. Each student will be given a sticky note

where they can write notes.

4. Give them topics related to the discussion

(e.g., probability), and they will be given 3
minutes to think about it.
5. After 3 minutes, the first student will talk
about his or her ideas for 1 hour and 30
minutes. It should have definitions of the
topics, important concepts, and examples
if possible.

6. Through this strategy, the student will

surely listen to the discussion so that they
will have something to say if ever they will
be selected.

7. This technique will continue until the whole

class has already spoken their minds.
Title: Unli Solving
Background/Introduction/Definition

We cannot deny that one nature of

Mathematics is the presence of problem-solving or
calculations. Usually, students are using
calculators to clarify their answers and for
convenience. However, sometimes, given in
secondary schools are not that big and can be
calculated mentally without relying on calculators
or phones. Hence, these teaching strategies aim to
encourage learners to solve mentally and voice out
their answers in class. Through this, the
interpersonal learners will develop interaction with
their classmates by agreeing and disagreeing with
the answers and at the same time, active
participation will be initiated and continue.

Specific Procedures
1. Make sure that the given questions or
equations attached in the presentation are
not too big and can be solved mentally.

2. During the discussion, flash examples

related to the topic (e.g., What is 3x - 2
when x = 7?)

3. Then the learners are encouraged to

answer the equation mentally by
substituting first the value of x which is 7 to
the variable x. The students will then
multiply and subtract.
4. Once the students come up with the
answer, they can raise their hands.

5. Recognize the student but do not yet

reveal whether the answer is correct or
not.

6. Pick another student to agree or contradict

the first answer. If the student agrees, he
or she can state that they have the same
answer but if the student disagrees, he or
she will reveal another answer.

7. The process continues until the students

agree thrice to a certain answer.
Title: Math QUADRA
Background/Introduction/Definition

In secondary schools, it is obvious that

learners are having a hard time dealing with
Mathematics especially if they do not have
someone to ask for help aside from their teachers.
Math QUADRA is a teaching strategy that would
like to address these situations so that the learners
will enhance their socialization skills while learning
Mathematics.

Specific Procedures
1. Teachers from Grades 7, 8, 9, & 10 should
collaborate and prepare a wheel of names
(if they are to select randomly) or they can
also base students’ attendance in
alphabetical order.

2. Pick one student per year level (e.g., Jessa

was selected from Grade 7, Khyla from
Grade 8, Rovilyn from Grade 9, and Mary
May from Grade 10).

3. Jessa, Khyla, Rovilyn, and Mary May will

then form a group and they will be each
other's partners until the end of the school
year. They can create a group chat, or
select a certain place where they can meet
physically and interact with each other.
4. This group will be their safe space in a way
that Jessa from Grade 7 can ask for help
from her seniors if ever she is having a
hard time understanding their lessons in
Math.

5. The seniors shall also spend time assisting

their juniors. In this way, Mary May from
Grade 10 can recall her lessons in Math
during her freshmen, sophomore, and
junior years.

6. Check the progress of their students'

comprehension of Mathematics through
quizzes and oral recitation.

7. At the end of the school year, if every

student in their group (Math Quadra)
belongs to the academic awardees of their
class, they will be receiving a special
award.
Title: Bring Me Something!
Background/Introduction/Definition

Kinesthetic learners are students who admire

movements hence, as teachers, it is our job and
responsibility to teach by complementing to their
desired learning styles. We must create a way to
pique their interest and catch their attention so that
we can teach Mathematics effectively and they can
learn willingly at the same time. Bring me is a
teaching strategy that aims to teach students
lessons in Mathematic within a realistic approach.
For instance, the lesson is about fractions.

Specific Procedures
1. To introduce fractions lessons, each
student is required to bring in fruits such as
melons, apples, pears, watermelons,
oranges, and many others.

2. During the discussion, allow the students

to participate in the class by asking them to
divide each fruit into the appropriate
number of parts.

3. Each student will demonstrate fractions by

slicing the fruit into common fractions such
as halves, thirds, quarters, fifths, sixths,
and so on.

4. Reward the students for their hard work by

throwing a pizza or pie party at the end of
the fraction’s unit.
5. Only the students will divide the pizzas or
pies into sections to review fraction
concepts before eating them.

6. Aside from fruits in fractions, it is also

recommended to require students to bring
coins and bills in dealing with interests and
discounts, or dice and cards when dealing
with probabilities.
Title: H-Oop-Pay Day
Background/Introduction/Definition

Most people would say that mathematics is a

difficult subject to learn and to be mastered.
However, teachers/educators create different
learning strategies to address this concern. This
learning strategy is intended for those kinesthetic
learners, learners learn effectively if they are
engaged in different active physical activities.

H-Oop-Pay Day is a teaching strategy that

will help future educators as they encounter a set
of kinesthetic learners. It mainly focuses on
drawing the attention and interest of the learners
as the teacher discusses the lesson. It comprises
several movements that surely will catch the wants
and love of the kinesthetic learners, more on
physical movements.

Specific Procedures
1. Before the class session will start, have the
first two to three-minute energy level
checks, such as dancing or a short
physical exercise.

2. Afterward, to catch the attention of

kinesthetic learners, set several conditions
for the learners.

3. For example, ask a question or clarify

something to the learners to test their prior
knowledge of the topic. Learners that don’t
 have any idea about the topic he/she has a
chance to transfer to the front chairs which
are provided to them by raising his/her
hands then clapping three times and
saying hooray to be recognized.

4. If the learners want to ask a question or to

respond to the questions, he/she could
raise his/her hands then hop three times
and say hoop-pay to be recognized.

5. During the discussion proper, every time

the teacher would say or ask “do you
understand” the response of the learners
would say “hoop-pay” as they stand and
show their cuteness, which means they
understand the topic presented to them.

6. However, if the learners don’t understand

or are confused about the topic, they could
stamp their foot three times and say
“unhoop-pay”.

7. Kinesthetic learners tend to gain

information or ideas much faster as they
are exposed to and engaged in various
physical movements.
Title: Friday, Fun Day!
Background/Introduction/Definition

Friday Fun Day is a kinesthetic teaching

strategy that recommends teachers allow Friday as
a day for enjoyment, socialization, and application
of the discussed topics in Mathematics for the
whole week. Kinesthetic students learn best when
they are doing movements and physical activities.
Hence, it is not surprising that teachers who deal
with kinesthetic learners often complement their
teaching instructions with games.

This learning technique is geared toward

kinesthetic learners, which suggests sample
games so that kinesthetic learners will regain their
energy, and be active while recalling and applying
their lessons.

Specific Procedures
1. The class will be divided equally into
groups and each group will have one
representative to solve every equation.
Assure that each player can play in the
games.

2. For instance, when the topic is about the

trigonometric sequence, provide a manila
paper to each group where they can draw
a scientific calculator or specifically write
only the sin, cos, tan, cosine, cosecant,
tangent, and together with the numbers
 (0-9), the operations (add, multiply,
subtract, divide), and the equal sign.

3. Require each group to bring or download

scientific calculators on their phones.

4. To start, give a certain equation to the

representatives of each group (e.g., sin 20).
Assume that the calculator is already in
degree mode. Once the representative
receives the given, she/he will jump to sin
and 20 in the big calculator.

5. His or her group will then type it in the

calculator and write the answers on the
board.

6. The process continues and the winning

group will receive extra points in the
quizzes or the teacher may give them
candies or school supplies (e.g., ice
candies, pencils, ballpen, correction tape,
bubble gums).

7. Insert other fun games such as the boat is

sinking, answer hunting, and quiz bees as
long as the discussed topics in Math are
reflected and applied in the game proper.

8. By scheduling it on Friday, the students will

maintain their productivity and participation
from Monday to Thursday because they
are looking forward to something for
Friday.
Title: Give Me What I Want
Background/Introduction/Definition

Give Me What I Want is a famous game in

Filipino Birthday Celebrations. It is also widely
used in New Year and Christmas celebrations.
However, this game can also be used as a
teaching strategy in a classroom even without
celebrations, but with only Mathematics to deal
with.

This strategy aims to meet the needs of

Kinesthetic learners while teaching the most
considered difficult subject to the student and
teachers. Through this strategy, the students’
multiple intelligences are recognized and taken
into account by the teacher.

Specific Procedures

1. Before starting the discussion, assure that

there are no present things on the table or
armchair of the students.

2. Then, give an energizer or icebreaker that

must have movements that the students
will follow (e.g., dancing videos on
YouTube).

3. Once the students are energized, the

discussion may start.
4. During the discussion, the students are
allowed to read the phrases or sentences
and answer equations or flash questions.

5. However, the student cannot simply raise

their hands or shout their answers.

6. The student may only be allowed to read or

answer if he or she first brings what the
teacher wants.

7. For instance, you will say “Give me what I

want: Red Ballpen!”.

8. The first person to bring a red ballpen will

be allowed to answer the equation or read
the phrases. If he or she answers or reads
the task correctly, he or she will receive 4
strip papers that serve as tickets (yellow,
blue, red, green).

9. Yellow corresponds to 2 points in

summative tests, blue to 2 points in the
performance tasks, red to 2 points in the
oral recitation, and green to 2 points in
written works.

10. The students will keep their tickets until the

end of the semester or the grading period.

11. Collect the tickets that each one of them

has and total the given points that he or
she must give.
12. This strategy encourages the students to
listen and participate, move, and gather as
many tickets as they have for more extra
points.
Title: Do your Job!
Background/Introduction/Definition

Group reportings are very common tasks

to be given by teachers to students in High School.
This task allows the students to showcase their
skills, be creative, develop their confidence, and
test how they understand the lessons thoroughly.
Even though Mathematics is a subject that focuses
on numbers, symbols, operations, and fewer
sentences, it is still encouraged to let the students
do the reports in the class.

In this learning strategy, kinesthetic

learners can showcase their edge in creativity and
manipulation of things as they touch and initiate
their moves in making their assigned topics to be
reported.

Specific Procedures
1. Divide the class into 5 groups.

2. Each group will have a designated topic to

be discussed.

3. Each group will assign a leader to

spearhead the reporting.

4. Give criteria for the reporting so that the

students will exert more effort in making
and finalizing their reports.
5. Each group will be given a week to prepare
for the reporting, allowing each member to
share their knowledge and expertise.

6. The leader will assign roles to every

member: the artist who will design, s and
animate the presentation beforehand, the
Presenter who will present the
presentation and will do the technical jobs
during the reporting, the moderator who
will uplift the energy first by having
energizer, the reporter who will talk in front,
the game master who will give exercises
after the discussion may it be written in the
board, flashcards or in-game application
on the phone.

7. Listen to and observe the students and

give extra points to those who are
participating.

8. In this teaching strategy, the reporting

group can showcase their creativity in
doing their jobs.
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Dinh, H. (2019, March 2). Math Activities for Kinesthetic

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