%0 Journal Article
A% Ulrich, Catherine
A% Tillema, Erik S.
A% Hackenberg, Amy J.
A% Norton, Anderson
%T Constructivist Model Building: Empirical Examples From Mathematics Education
%D 2014
%J Constructivist Foundations
%P 328-339
%V 9
%N 3
%U http://constructivist.info/9/3/328.ulrich
%X Context: This paper outlines how radical constructivist theory has led to a particular methodological technique, developing second-order models of student thinking, that has helped mathematics educators to be more effective teachers of their students. Problem: The paper addresses the problem of how radical constructivist theory has been used to explain and engender more viable adaptations to the complexities of teaching and learning. Method: The paper presents empirical data from teaching experiments that illustrate the process of second-order model building. Results: The result of the paper is an illustration of how second-order models are developed and how this process, as it progresses, supports teachers to be more effective. Implications: This paper has the implication that radical constructivism has the potential to impact practice.