A dialogue between Socrates and a researcher who claims to know what constitutes effective teaching is used to critique the implicit assumptions held by researchers on teaching, highlighting their differences with construcrivist researchers. Teacher effectiveness research is criticized for its empiricism; its disregard of the interaction between content and instruction; and its conceptions of mathematics, teaching, and learning. Potential bridges for communication are identified from the two communities' shared interest in how students perceive different examples and explanations and how they might be intrinsically motivated to learn mathematics. In Socratic style, the dialogue ends by emphasizing that the question of what constitutes effective teaching remains unresolved.
Jere Confrey (Sat,) studied this question.
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