Mathematics Teaching from a Constructivist Point of View. Proceedings of Topic Group 6 at the International Congress on Mathematical Education (8th, Seville, Spain, July 14-21, 1996). Faculty of Education Report No. 3.

Abo Akademi, Faculty of Education, PB 311, 65101 Vasa, Finland; Tel: +358-(0)6-3247 111; Fax: +358(0)1-3247 302.

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Constructivism (Learning); Elementary Secondary Education; Foreign Countries; Learning Theories; Mathematics Instruction; Teaching Methods

1236-0856

The nationalities of the authors reflect the purpose of the Topic Group, to give an overview of international research on mathematics teaching within a constructivist framework as of 1996. The studies are theoretical as well as empirical, and show a variety of research interests. There is, however, evidence for an emphasis on social aspects within the overall constructivist framework. Social constructivism--together with other similar theoretical starting points--appears to have reached a strong position worldwide within the field of research in mathematics education. Papers include: (1) "Some Questions for Constructivists to Answer" (Ole Bjorkqvist--Finland); (2) "Constructing Mathematics, Learning and Teaching" (Barbara Jaworski--UK); (3) "Constructivism and Constructivist Teaching--Can They Co-exist?" (Carolyn A. Maher--USA); (4) "The Struggles of a 'Constructivist' Curricular Innovation" (Paola Valero--Colombia); (5) "Exploring the Socio-Constructivist Aspects of Maths Teaching: Using 'Tools' in Creating a Maths Learning Culture" (Anna Chronaki--UK); (6) "Study of the Constructive Approach in Mathematics Education" (Tadao Nakahara and Masataka Koyama--Japan); (7) "Basic Imagery and Understandings for Mathematical Concepts" (Peter Bender--Germany); and (8) "Context as Construction" (David Clarke and Sue Helme--Australia). (Author/ASK)

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