@article{CEPA-3671,
journal = {Journal for Research in Mathematics Education},
volume = {26},
number = {2},
pages = {114-145},
author = {Simon, M. A.},
title = {Reconstructing mathematics pedagogy from a constructivist perspective},
year = {1995},
URL = {https://cepa.info/3671},
abstract = {Constructivist theory has been prominent in recent research on mathematics learning and has provided a basis for recent mathematics education reform efforts. Although constructivism has the potential to inform changes in mathematics teaching, it offers no particular vision of how mathematics should be taught; models of teaching based on constructivism are needed. Data are presented from a whole-class, constructivist teaching experiment in which problems of teaching practice required the teacher/researcher to explore the pedagogical implications of his theoretical (constructivist) perspectives. The analysis of the data led to the development of a model of teacher decision making with respect to mathematical tasks. Central to this model is the creative tension between the teacherâ€™s goals with regard to student learning and his responsibility to be sensitive and responsive to the mathematical thinking of the students.}
keywords = {}
note = {}
}