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

Sandra Frid


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.


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