ABSTRACT
The title of this book ‘Investigating Mathematics Teaching’ has been used deliberately in a double sense. It refers to the use of investigative processes in the classroom teaching of mathematics. It also refers to a research process which has explored the teaching of mathematics and its development. The research described here was conducted from a constructivist philosophy of knowledge and learning. I have hinted, earlier, that many educators now see constructivism, particularly radical constructivism, to be inadequate to underpin the complexity of mathematical learning in classrooms. In this chapter, I look briefly at some current views and criticisms and justify my own theoretical position in this research.
