Abstract
Mathematics education suffers from a condition that resembles schizophrenia. One of its personalities is exhibited in the day-to-day realities of classroom learning; another is evident in journal articles, in-service presentations, and other such forums where educators present alternative realities of learning. For the purposes of this article, these personalities will be labeled, respectively, as the practice and theory of mathematics education. This article focuses on the latest form of the theoretical personality of mathematics education, constructivism, by asking what is constructivist learning theory and what does it imply for the practice of learning mathematics?
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