ABSTRACT
The mathematics curriculum, like the science curriculum, has been significantly influenced by the adoption of constructivist views of learning. The selection of texts in this area examines the history of constructivism in mathematics and how this has influenced the definition of the domain in terms of what is taught and how it is taught. These influences are considered in approaches to the learning and teaching of numeracy and the introduction of investigative learning in the maths curriculum. Thus parallels exist with the previous part in terms of the value placed on conceptual achievement over and above procedural understanding. However, what is meant by conceptual and procedural understanding varies between the two domains. The focus in this part shifts to look at implications for teaching of a constructivist perspective and highlights some of the limitations in current understanding when research ideas are translated into practice.
