%0 Journal Article
%J Journal for Research in Mathematics Education
%V 26
%N 2
%P 114-145
%A Simon, M. A.
%T Reconstructing mathematics pedagogy from a constructivist perspective
%D 1995
%U https://cepa.info/3671
%X 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.
%G en
%2 Radical Constructivism
%5 ok