Publication 7455

Ellerton N. F. (1997) Has constructivism become too comfortable? Mathematics Education Research Journal 9(2): 119–121. Fulltext at
Excerpt: In the 1990s curriculum frameworks for school mathematics and teacher education programs have increasingly carried specific references to radical and other varieties of constructivism. One often hears expressions such as the “constructivist classroom” and the “constructivist teacher” (Bossé, 1995). But what do such expressions really mean? And, when such words flow from the Tips or pens of researchers, have the researchers thought about the implications of their utterances, both with respect to the research framework within which they are operating, and from the perspective of the teachers and schools with whom they are working?

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