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.
Journal for Research in Mathematics Education, 14 (1983), 83–94.
Portions of this article are based on an interdisciplinary research program supported by the National Science Foundation under grants Nos. SED78-17365 and SED80-16562. Any opinions, findings, and conclusions or recommendations expressed in the article are those of the authors and do not necessarily reflect the views of the National Science Foundation. Our thanks to Ernst von Glasersfeld, William E. Doll, Sigrid Wagner, and two anonymous reviewers for helpful comments on earlier drafts.
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Cobb, P., Steffe, L.P. (2010). The Constructivist Researcher as Teacher and Model Builder. In: Sfard, A., Gravemeijer, K., Yackel, E. (eds) A Journey in Mathematics Education Research. Mathematics Education Library, vol 48. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9729-3_3
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