Abstract

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.

Citation

Kastberg S. E. (2014) The power of what we know: Further directions for exploring constructivist model building. Constructivist Foundations 9(3): 352–354. http://constructivist.info/9/3/352

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