CONDITIONS AND OPPORTUNITIES FOR INTEGRATION OF ELEMENTS OF CONSTRUCTIVIST APPROACH IN THE BULGARIAN MATHEMATICS CURRICULUM
CONDITIONS AND OPPORTUNITIES FOR INTEGRATION OF ELEMENTS OF CONSTRUCTIVIST APPROACH IN THE BULGARIAN MATHEMATICS CURRICULUM

Summary/Abstract: The aim of this article is to provide a brief overview of reforms carried out in mathematics curriculum in two different countries (China and Norway). The direction in which some authors consider these reforms is constructivist-oriented. The subject of the analysis is the conditions and opportunities that constructivist approach provides at the curriculum level for real change in the modern mathematics classroom: opportunities for students to be active participants in the learning process, i.e. students themselves to raise hypotheses, make decisions, explore and discover basic mathematical principles and trends; opportunities to research a comprehensive mathematical concept from the whole to its constituent parts; opportunities for students to use different learning resources (including information technology), to delve into different sources of information (not just current textbooks and notebooks), opportunities to work on projects, opportunities to solve real problems in a team. The thesis we defend is that in search of a balance between development of the mathematical knowledge, skills and competencies from the mathematics curriculum, on the one hand, and continuous improvement of teaching methods altogether with provision of an optimal learning environment, aimed at active participation of the individual student, on the other, solutions that have already been tested at the curriculum level with a focus on placing the student in a constructive role in the learning process, could lead to future practical solutions for the Bulgarian education system

• Details
• Contents