“Understanding is a measure of the quality and quantity of connections that a new idea has with existing ideas. The greater the number of connections to a network of ideas, the better the understanding (Van de Walle, 2007, p.27). mathematical? Does it symbolize a student who can remember a formula, write symbols, see a pattern, or solve a problem? I believe that we must enrich and empower a student's mathematical experience which fundamentally stems from a Piagetian genetic epistemological constructivist model. This allows students to scaffold their learning through cognitive processes facilitated by teaching in a collaborative, resource-rich environment (Thompson, 1994, p. 69). Constructivist learning Constructivist learning in mathematics should strive to encourage students to “construct their own mathematical knowledge.” through social interaction and meaningful activities (Andrew, 2007, p.157). I want students to develop their own conceptual frameworks, experiences, environment, and prior knowledge. Because learning is a social process, students can discuss their solution strategies in small groups rather than working silently at their desks (Clements et al., 1990, p.2). Constructivist Teaching I view the role of the constructivist teacher as one of guiding and facilitating a student's thinking processes and supporting the invention of viable mathematical ideas. A competent teacher will also build an appropriate classroom environment in which students openly discuss, reflect and make sense of the tasks assigned to them (Clements et al, 1990). Through the peda...... middle of article ......the strategies discussed provide students with the opportunity to actively create and invent their own mathematical knowledge through a meaningful and contextualized environment. Finally, because learning is a social process, students are encouraged to work together in groups where they learn to value the opinions and observations of their peers. I end with a quote that symbolizes the ideas at the heart of my philosophy: “In constructivist classrooms, teachers (a) create environments in which students are allowed to engage in actions and activities; (b) promote interaction between students and co-students inside and outside the classroom; (c) design activities that will challenge weak mathematical constructs that students possess; (d) structure learning tasks in relevant and realistic environments; and (e) bring out several solutions and representations of the same problem (Driscoll, 2000).”