Toward a Model of Constructivist Mathematics Teaching

Upshot . My commentary has two general goals. First, I investigate how basic principles of radical constructivism might be used in constructing models of mathematics teaching. Toward that end, I found that I was not in complete inter-subjective agreement with Borg et al.'s use of some basic terms. Second, I explore what mathematics teaching might look like in what is construed as constructivist mathematics teaching. Toward that end, I comment on Borg et al.'s use of "negotiation" and explain how a constructivist teacher can establish experiential models of students' mathematics.