Abstract
NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) states that mathematics instruction should reflect a constructvist's view of the learning process, that is, that learners are not passive absorbers of knowledge but rather active participants in the construction of knowledge. Such instruction would approach mathematics as interrelated concepts and skills to be understood rather than as independent concepts and skills to be memorized. It would also encourage learners to examine concepts and their relationships in such a way as to encourage pattern recognition, generalizing, hypothesizing, proving, and other higher-order thinking skills.
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