This research study explored the effect of employing constructivist teaching strategies in a mathematics classroom using a single case study design. The resulting analysis and interpretation provided a description of major themes that developed regarding the implementation of a constructivist teaching strategy in a ‘traditionally’ taught mathematics classroom. Based on the findings, two primary categories emerged with supporting elements that were critical components of each category. These two primary categories represent possible determining factors in effectively facilitating constructivist learning environments. The findings could provide valuable information to an educational learning community considering ways to introduce constructivist teaching to promote student-driven and student-centered learning environments in their schools. It may also provide insight into how this theoretical/philosophical model of learning can be transferred into practice.
