
02352343
j
2003c.02037
Lesh, Richard
Doerr, Helen M.
Carmona, Guadalupe
Hjalmarson, Margret
Beyond constructivism.
Math. Think. Learn. 5, No. 23, 211233 (2003).
2003
Taylor \& Francis (Routledge), Philadelphia, PA
EN
C30
real life situations
doi:10.1207/S15327833MTL0502&3_05
The authors provide a brief overview of several of the most significant ways that models and modeling perspectives imply the need to reconsider a number of currently popular ``constructivist'' views about: (a) the nature of children's developing mathematical knowledge; (b) the nature of real life situations (beyond school) where elementary, but powerful mathematical constructs, are useful; (c) the nature of mathematical understandings and abilities that contribute to success in the preceding problemsolving situations; and (d) the nature of teaching and learning situations that contribute to the development of the preceding understandings and abilities.