Publication 379

This commentary responds to a criticism of constructivism by Wolff-Michael Roth, published in For the Learning of Mathematics 30(2). At times, Roth oversimplifies and mischaracterizes constructivist perspectives on learning while promoting embodied cognition as an alternative. I argue that a simple transposition of terms largely aligns his description of embodied mathematical objects with the constructivist conception of mathematical objects as interiorized action.