Constructivist Model Building: Empirical Examples From Mathematics Education.

Context • This paper outlines how radical constructivist theory has led to a particular methodological technique, developing second-order models of student thinking, that has helped mathematics educators to be more effective teachers of their students. Problem • The paper addresses the problem of how radical constructivist theory has been used to explain and engender more viable adaptations to the complexities of teaching and learning. Method • The paper presents empirical data from teaching experiments that illustrate the process of second-order model building. Results • The result of the paper is an illustration of how second-order models are developed and how this process, as it progresses, supports teachers to be more effective. Implications • This paper has the implication that radical constructivism has the potential to impact practice. [ABSTRACT FROM AUTHOR]