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This study reports the influence of teaching mathematics in bridging the knowing-doing gap through the zone of generativity on pupils’ achievement and retention score of Grade VI Mathematics as well as their anxiety towards Mathematics. It utilized a pretest-posttest quasi-experimental control group design to gather the data. This study was conducted at Claveria Central School in Claveria, Misamis Oriental among grade six pupils. The analysis of covariance was used to analyze the data collected because the participants were intact classes devoid of randomization. Results revealed that the pupils exposed to the method that bridge the gap of learning and doing through the zone of generativity have better achievement and retention score than those exposed to lecture method with groupings in the classroom. Those exposed through the zone of generativity with immediate application of the concept has lessen mathematics anxiety after the treatment. The researcher inferred that bridging the knowing-doing gap through the zone of generativity is an effective teaching method in improving pupils achievement and retention and in reducing mathematics anxiety of pupils. Keywords: Connect, concept, immediate application

The Influence of Bridging the Knowing-Doing Gap through the Zone of Generativity on Pupilsâ€™ Achievement, Retention and Anxiety towards Mathematics