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Author: Catherine Ulrich

Affiliation

Virginia Tech, USA


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Short Bio

Catherine Ulrich is an assistant professor of mathematics education in the School of Education at Virginia Tech. She studies how students’ reasoning with integers is constrained and enabled by their current conceptions of addition and subtraction and their ways of operating with counting numbers. She is also studying the interplay between the development of additive and multiplicative reasoning at the middle school level. She teaches a doctoral course on children’s construction of number and works with pre-service teachers at both the elementary and secondary levels in developing effective methods of mathematics instruction. Prior to being a faculty member, she taught secondary mathematics for 6 years.

Publications in Constructivist Foundations

Reader Impact Factor: 2.39 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 Catherine Ulrich’s publications in Constructivist Foundations. For a list of all approaches see http://approaches.cepa.info
Radical Constructivism

 

Catherine Ulrich (2014)

Issues Around Reflective Abstraction in Mathematics Education

Constructivist Foundations 9(3): 370–371

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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