Constructivism: Constructing Meaning or Making Sense?
Regina M. Panasuk, Sumudu Lewis

Abstract
Since the constructivism was resurrected in 1974 under the new name, radical constructivism, it stormed into many fields, including education. An enormous attention has been given to its ideas, principles and claims. It inspired many mathematics and science education programs and curricula, by proclaiming progressive methods in teaching, and broadcasting ideas such as active learning, constructing and negotiating meanings, and other. Apparently, 'some like it radical', some called it a 'power model', but some expressed concern about it as the 'most dangerous' intellectual tendency. This paper examines and challenges some assumptions and claims associated with so called constructivist learning theory.

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