The use of constructivism in teaching mathematics in secondary classes by prospective teachers

dc.contributor.author	Gunasekara, W.K.K.H.S.
dc.contributor.author	Amarasinghe, A.K.
dc.contributor.author	Madawala, H.M.S.P.
dc.date.accessioned	2022-04-07T06:29:22Z
dc.date.available	2022-04-07T06:29:22Z
dc.date.issued	2022-01-19
dc.identifier.issn	1391-8796
dc.identifier.uri	http://ir.lib.ruh.ac.lk/xmlui/handle/iruor/5658
dc.description.abstract	In teacher development programmes conducted by the National Colleges of Education (NCoEs) in Sri Lanka, the commonly used teaching-learning theory is the constructivist approach. The NCoE curriculum has been prepared to implement the teacher development process based on a student- centered teaching-learning methodology. Therefore, it is totally dependent on the constructivist approach. Here, we investigated how the prospective teachers who follow secondary mathematics courses at two NCoEs used the theory of constructivism in teaching mathematics during their teaching practice. Among all the 19 NCoEs in Sri Lanka, only these two NCoEs conduct both Sinhala medium and English medium secondary mathematics courses.	en_US
dc.language.iso	en	en_US
dc.publisher	Faculty of Science, University of Ruhuna, Matara, Sri Lanka	en_US
dc.subject	Teacher development	en_US
dc.subject	Constructivism	en_US
dc.subject	Teaching mathematics	en_US
dc.subject	Secondary classes	en_US
dc.title	The use of constructivism in teaching mathematics in secondary classes by prospective teachers	en_US
dc.type	Article	en_US