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---------- Forwarded message ---------- Date: Fri, 4 Aug 1995 08:54:35 -0500 From: Deann M Huinker <email@example.com> To: Multiple recipients of list <firstname.lastname@example.org> Subject: Constructivist Approach
I would agree that a constructivist approach to a math methods class must involve reflective thought, but is it about concepts and procedures of math instruction, or should it be about children's learning and their development of mathematical knowledge?
I think we have a dilemma in teacher education . . . we want to use constructivist approaches ourselves (whatever they may be) to help our students in their development of becoming teachers and we also want them to understand how students construct knowledge of mathematics. Thus we are dealing with the issue of constructivism at different levels: (1) What does it mean for our own instructional approaches in a methods class? (2) What does it mean for our prospective teachers and their instructional approaches in an elementary/middle/secondary classroom? (3) What does it mean for children's learning?
=================================================================== Dr. DeAnn Huinker email: email@example.com Dept. of Curriculum & Instruction phone: 414-229-5467 University of Wisconsin-Milwaukee fax: 414-229-4855 Milwaukee, WI 53201-0413 ===================================================================