An interpretive study of a teacher’s development of a constructivist mathematics pedagogy in his primary classroom
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This research investigated the implementation of a constructivist teaching perspective in a primary school mathematics classroom. Through an interpretive case study I explored the impact of transformative pedagogical change on my professional practice. Behaviourist/positivist tendencies impacted my interpretive research methods and implementation of a constructivist teaching perspective. Development of my understanding of learning theory and use of critical reflexivity enabled me to implement a more constructivist teaching perspective with my students.
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