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.
