METHODOLOGICAL FOUNDATIONS FOR DEVELOPING SUBJECT COMPETENCIES IN GRADES 5–6 STUDENTS BASED ON THE MATERIAL–REPRESENTATIONAL–SYMBOLIC (MRT) APPROACH
DOI:
https://doi.org/10.5281/zenodo.19470989Abstract
This thesis examines the methodological foundations of developing subject-specific competencies among 5th–6th grade students through the Material–Representational–Symbolic (MRT) approach. The MRT framework, rooted in cognitive and constructivist learning theories, emphasizes a structured progression from concrete (material) experiences to visual (representational) understanding and finally to abstract (symbolic) reasoning. Empirical and theoretical sources indicate that such staged learning significantly enhances conceptual comprehension, retention, and problem-solving abilities in middle school learners. The study synthesizes existing pedagogical research, curriculum frameworks, and classroom-based findings to identify effective strategies for implementing MRT in general education settings. Results demonstrate that integrating MRT into teaching practices improves learners’ cognitive engagement, supports differentiated instruction, and fosters higher-order thinking skills.
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