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Open peer commentary on the article “Examining the Role of Re-Presentation in Mathematical Problem Solving: An Application of Ernst von Glasersfeld’s Conceptual Analysis” by Victor V. Cifarelli & Volkan Sevim. Upshot: In this commentary, I address the viability of conducting constructivist teaching experiments to develop models of students’ conceptualizations. I also discuss how this research tradition has been adapted by researchers to conduct classroom teaching experiments. In my concluding remarks, I address the need for researchers to develop models for teacher learning.
Whitenack J. W. (2014) A case for framing our research in a radical constructivist tradition. Constructivist Foundations 9(3): 379–381. http://constructivist.info/9/3/379
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