Comments on Erick Smith's proposed knowing/knowledge distinction, and clarifies a possible ambiguity in the present author's use of the term "constructivism." The article distinguishes between Piagetian-based psychological constructivism as outlined by Smith and the author's version of constructivism. (GR)

Advanced is the hypothesis that students organize their beliefs about mathematics to resolve problems that are primarily social rather than mathematical in origin. The contextuality of cognition, meaning-making, and learning in interactive situations are each discussed. (MNS)