Author E. S. Tillema
Erik Tillema is a newly-tenured faculty member at Indiana University Purdue University Indianapolis. Recently, he has been the PI on two grants aimed at investigating how middle-grade students establish power meanings of multiplication. He has published much of his work in this area. Prior to being a faculty member, he taught middle and high school for 4 years.

Publications Found: 6 · Show All Abstracts

Hackenberg A. J. & Tillema E. S. (2009) Students’ whole number multiplicative concepts: A critical constructive resource for fraction composition schemes. Journal of Mathematical Behavior 28: 1–18.
Tillema E. S. (2014) Reflecting on a Radical Constructivist Approach to Problem Solving. Constructivist Foundations 9(3): 383–385. Fulltext at
Tillema E. S. (2016) Investigating Teaching from a Constructivist Stance: A Model of Communication. Constructivist Foundations 12(1): 70–72. Fulltext at
Tillema E. S. & Hackenberg A. J. (2011) Developing systems of notation as a trace of reasoning. For the Learning of Mathematics 31(3): 29–35.
Tillema E. S., Hackenberg A. J., Ulrich C. & Norton A. (2014) Authors’ Response: Interaction: A Core Hypothesis of Radical Constructivist Epistemology. Constructivist Foundations 9(3): 354–359. Fulltext at
Ulrich C., Tillema E. S., Hackenberg A. J. & Norton A. (2014) Constructivist Model Building: Empirical Examples From Mathematics Education. Constructivist Foundations 9(3): 328–339. Fulltext at
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