Constructivism and Reflective Practice in Practice: Challenges and Dilemmas of a Mathematics Educator

Abstract

Constructivism has framed many mathematics teacher education practices in the last decade, yet has ultimately not had substantial impact on classroom practices. Using empirical and theoretical evidence from research with my own pre-service primary teachers, I examine some reasons for this lack of impact, particularly in relation to: (a) a gap between teacher education and school classroom practices, (b) a potential conflict between teacher educators’ views and pre-service teachers’ own views of their learning, and (c) a neglect to examine the discourses within which educational practices are constituted. The challenges these issues pose for mathematics educators are highlighted, along with possible avenues for future developments and inherent educational dilemmas.