ABSTRACT
The concept of constructivism has kindled a great deal of interest in many educational circles. Within the fields of mathematics and science education, many scholars from a diversity of backgrounds and interests are beginning to use constructivism as a way to make sense of educational phenomena. The purpose of this book is to explore the nature of constructivism as an epistemology and the role constructivist thinking can have in teaching and learning contexts. The idea of constructivism has stimulated debate recently in educational circles, and the chapters of this book add important contributions to the ongoing discussions about knowledge, knowing, teaching, learning, and research in mathematics and science education.
