Author: Amy J. Hackenberg


Indiana University, USA


Short Bio

Amy J. Hackenberg is a newly tenured faculty member at Indiana University-Bloomington. She does research on how middle school students learn to reason algebraically; relationships between students’ rational number knowledge and algebraic reasoning; and how student-teacher relationships influence mathematical learning. She is the principal investigator of the project “Investigating Differentiated Instruction and Relationships between Rational Number Knowledge and Algebraic Reasoning in Middle School” funded by an Early Career Development grant from the National Science Foundation. In this project she is learning to teach, in one classroom, students operating with at least two different levels of units coordinations. Prior to working at the university level Amy taught middle and high school students for 9 years in Los Angeles and the Chicago area.

Publications in Constructivist Foundations

Reader Impact Factor: 2.05 The RIF of an author expresses how many times more often the texts of this author have been downloaded than the average text, i.e., RIF = dn/D, with d = number of downloads of all texts of this author, D = number of all downloads of all texts, n = number of all texts published.

Approaches covered: This is the list of constructivist approaches covered in Amy J. Hackenberg’s publications in Constructivist Foundations. For a list of all approaches see http://approaches.cepa.info
Radical Constructivism


Erik S. Tillema, Amy J. Hackenberg, Catherine Ulrich & Anderson Norton (2014)

Authors’ Response: Interaction: A Core Hypothesis of Radical Constructivist Epistemology

Constructivist Foundations 9(3): 354–359

Catherine Ulrich, Erik S. Tillema, Amy J. Hackenberg & Anderson Norton (2014)

Constructivist Model Building: Empirical Examples From Mathematics Education

Constructivist Foundations 9(3): 328–339

Radical Constructivism

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