The constructivist teaching experiment in mathematics education research

Annual Meeting of the National Council of Teachers of Mathematics (March 1979)
Thompson, P.
Boston, Mass.

This paper will focus on another aspect of the teaching experiment that has heretofore been alluded to in the literature, but never fully addressed; namely, the epistemological considerations one must make when contemplating the teaching experiment as a research methodology. While the following remarks may well apply to any subject matter area, they will be couched in terms of mathematics education, since this is the area of our own interest and specialty.

The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education