What have you and your colleagues seen in the past as "limitations" to the student-centered teaching of mathematics? What is the status of your current thinking regarding these "limitations"? How do you envision "engineering" as a way of shifting thinking from "limitations" to "constraints"?
Limitations of the past included such things as the inability to "let go", insufficient time, parents who aren't involved, students who seem bored or disinterested, insufficient technology, etc. I now see that these don't have to be limitations. They don't have to prevent the student-centered teaching of mathematics. Rather than being limitations, we can design (or engineer) a curriculum where these are only the constraints that we must plan for and overcome. They can no longer be excuses for why we can't teach student-centered mathematics, but lessons must be planned in a way as to overcome these constraints
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I agree, rather than being limitations, we can see them as constraints. If we know the challenges we have ahead of time we can plan to address each constraint during planning. For example, insufficient technology, if we know the computers in our classrooms are not working, we can request time in the computer lab.
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