Author S. E. Kastberg
Biography: Signe Kastberg is an associate professor of mathematics education at Purdue University. Her research interests include multiplicative reasoning and constructivist teaching. First and foremost she seeks to understand her own practice as a constructivist teacher as she engages with teacher-learners and mathematics learners. It is through such investigations of practice that she gains insights on how to act in more productive ways with learners.
Kastberg S. E. (2014) The Power of What We Know: Further Directions for Exploring Constructivist Model Building. Constructivist Foundations 9(3): 352–354. https://constructivist.info/9/3/352
Kastberg S. E.
(
2014)
The Power of What We Know: Further Directions for Exploring Constructivist Model Building.
Constructivist Foundations 9(3): 352–354.
Fulltext at https://constructivist.info/9/3/352
Open peer commentary on the article “Constructivist Model Building: Empirical Examples From Mathematics Education” by Catherine Ulrich, Erik S. Tillema, Amy J. Hackenberg & Anderson Norton. Upshot: The suggestion that model building can be used by teachers to enable productive interactions with students is taken up. Challenges and possibilities in exploring constructivist model building by examining mathematics teacher educators’ interactions with teachers are investigated.
Kastberg S. E. (2017) Teaching Activity in the Context of Mathematical Activity. Constructivist Foundations 13(1): 183–185. https://cepa.info/4434
Kastberg S. E.
(
2017)
Teaching Activity in the Context of Mathematical Activity.
Constructivist Foundations 13(1): 183–185.
Fulltext at https://cepa.info/4434
Open peer commentary on the article “From Problem Solving to Problem Posing, and from Strategies to Laying Down a Path in Solving: Taking Varela’s Ideas to Mathematics Education Research” by Jérôme Proulx & Jean-François Maheux. Upshot: Proulx and Maheux’s view of problem-posing|solving compels insights about roles and lived experiences of teachers. Living and reporting co-emergence of teaching activity and mathematical activity are discussed.
Kastberg S. E. (2021) Teachers’ Support of Enactive Metaphorizing. Constructivist Foundations 16(3): 280–282. https://cepa.info/7158
Kastberg S. E.
(
2021)
Teachers’ Support of Enactive Metaphorizing.
Constructivist Foundations 16(3): 280–282.
Fulltext at https://cepa.info/7158
Open peer commentary on the article “Enactive Metaphorizing in the Mathematical Experience” by Daniela Díaz-Rojas, Jorge Soto-Andrade & Ronnie Videla-Reyes. Abstract: Teaching and learning mathematics through enactive metaphorizing necessarily rests on interactions of teachers and learners. In this commentary, I illustrate that supporting learners’ enactive metaphorizing may begin with teachers creating space for learner activity and having experience with enactive metaphorizing, but will require much more from teachers and teacher educators.
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