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A Journey in Mathematics Education ResearchThe Constructivist Researcher as Teacher and Model Builder

A Journey in Mathematics Education Research: The Constructivist Researcher as Teacher and Model... [The constructivist teaching experiment is used in formulating explanations of children’s mathematical behavior. Essentially, a teaching experiment consists of a series of teaching episodes and individual interviews that covers an extended period of time—anywhere from 6 weeks to 2 years. The explanations we formulate consist of models—constellations of theoretical constructs—that represent our understanding of children’s mathematical realities. However, the models must be distinguished from what might go on in children’s heads. They are formulated in the context of intensive interactions with children. Our emphasis on the researcher as teacher stems from our view that children’s construction of mathematical knowledge is greatly influenced by the experience they gain through interaction with their teacher. Although some of the researchers might not teach, all must act as model builders to ensure that the models reflect the teacher’s understanding of the children.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Journey in Mathematics Education ResearchThe Constructivist Researcher as Teacher and Model Builder

Part of the Mathematics Education Library Book Series (volume 48)
Editors: Sfard, Anna; Gravemeijer, Koeno; Yackel, Erna
Cobb, Paul; Steffe, Leslie P.
Springer Journals — Nov 3, 2010
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12 pages

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Publisher
Springer Netherlands
Copyright
© Springer Science+Business Media B.V. 2011
ISBN
978-90-481-9728-6
Pages
19 –30
DOI
10.1007/978-90-481-9729-3_3
Publisher site
See Chapter on Publisher Site

Abstract

[The constructivist teaching experiment is used in formulating explanations of children’s mathematical behavior. Essentially, a teaching experiment consists of a series of teaching episodes and individual interviews that covers an extended period of time—anywhere from 6 weeks to 2 years. The explanations we formulate consist of models—constellations of theoretical constructs—that represent our understanding of children’s mathematical realities. However, the models must be distinguished from what might go on in children’s heads. They are formulated in the context of intensive interactions with children. Our emphasis on the researcher as teacher stems from our view that children’s construction of mathematical knowledge is greatly influenced by the experience they gain through interaction with their teacher. Although some of the researchers might not teach, all must act as model builders to ensure that the models reflect the teacher’s understanding of the children.]

Published: Nov 3, 2010

Keywords: Constructivist teaching experiment; Model building; Clinical interview; Teaching episode; Counting scheme; Teacher as researcher

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