@article{12/1/075.steffe,
author = {Steffe, Leslie P.},
title = {Toward a Model of Constructivist Mathematics Teaching},
journal = {Constructivist Foundations},
volume = {12},
number = {1},
pages = {75-77},
year = {2016},
URL = {http://constructivist.info/12/1/075.steffe},
abstract = {Open peer commentary on the article “Negotiating Between Learner and Mathematics: A Conceptual Framework to Analyze Teacher Sensitivity Toward Constructivism in a Mathematics Classroom” by Philip Borg, Dave Hewitt & Ian Jones. Upshot: My commentary has two general goals. First, I investigate how basic principles of radical constructivism might be used in constructing models of mathematics teaching. Toward that end, I found that I was not in complete intersubjective agreement with Borg et al.’s use of some basic terms. Second, I explore what mathematics teaching might look like in what is construed as constructivist mathematics teaching. Toward that end, I comment on Borg et al.’s use of “negotiation” and explain how a constructivist teacher can establish experiential models of students’ mathematics.}
}