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Hennessey, Maeghan N.; Higley, Kelli; Chesnut, Steven R. – Educational Psychology Review, 2012
Mathematics teachers face a myriad of instructional obstacles. Since the early 1990s, mathematics education researchers have proposed the use of constructivist practices to counteract these ever-prevalent obstacles. While we do give credit to the choices of instructional activities the constructivist paradigm promotes, there are problems with its…
Descriptors: Constructivism (Learning), Mathematics Education, Models, Mathematics Teachers