A RADICAL CONSTRUCTIVIST MODEL OF TEACHERS’ MATHEMATICAL LEARNING THROUGH STUDENT-TEACHER INTERACTION.

I propose a model of student-teacher interaction with attention to teachers’ construction and enactment of knowledge of students’ mathematics. I adopt the theoretical perspective of radical constructivism to discuss how it enables us to simultaneously account for individual teacher cognition and the dynamics of student-teacher interaction. Specifically, I characterize a mechanism by which student-teacher interaction is generative to teachers’ mathematical learning at a cognitive level. I close the paper by discussing the implications for research on teacher decentering and teacher knowledge, and the potential methodological challenges. [ABSTRACT FROM AUTHOR]