Constructivism Learning Approaches: Assessment of Student’s Participation and Approaches to Teaching of Mathematics in Selected Colleges of Education in Ghana
Emmanuel Adobah *
Department of Mathematics and ICT St. Louis College of Education, Kumasi, Ghana.
Christopher Yarkwah
Department of Mathematics and ICT Education, University of Cape Coast, Cape Coast, Ghana.
Peter Anayitime
Department of Mathematics and ICT, Wesley College of Education, Kumasi, Ghana.
*Author to whom correspondence should be addressed.
Abstract
The study focused on use of Constructivism learning approaches to assess formative assessment practices of Mathematics tutors in selected Colleges of Education in Ashanti and Bono Region in Ghana. The study adopted Convergent Parallel research design to guide the study. A sample of 56 Mathematics tutors were sampled through census study. Questionnaire, interview guide and observation checklist were used to collect data from the participants. The study revealed that tutors ensured students participation in the lesson by students asking questions for clarification, writing notes for future reference, taking part in class exercises and participation in group work. It was concluded that the study has brought to the light that tutors ensured students participation in mathematics class using different methods or approaches. This may due to tutors attend professional development to improve their teaching strategies as well as mathematics is concerned.
Keywords: Assessment practice, formative assessment, convergent parallel, mathematics and constructivism