Constructivism is a philosophy that supports student construction of knowledge. Since students uniquely construct their knowledge, instructional strategies that support constructivist philosophies naturally advocate student understanding. Instructional trends in the mathematics and statistics education communities support the active-learning orientation of constructivist philosophy. I posit that, while not the only philosophy of teaching and learning, constructivism is one of the best such philosophies. One question remains: "How do instructional strategies that support student knowledge construction address the needs of all students?" I first examine learning styles in general, then enumerate a collection of instructional strategies that support constructivism, and conclude with an analysis of how instructional strategies that support constructivism address the needs of the learning styles previously examined.
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