Abstract
The aim of the paper is to clarify the cognitive principles of an approach to mathematics education that has been under development by Vít and Milan Hejný for more than 50 years. We suggest calling this approach geneticonstructivism in order to distinguish it from other currents of constructivism with which it is often mistakenly identified and, owing to such misidentification, criticized.
Our text is in three parts. In the first part we formulate six principles of genetic constructivism.
In the second part we outline the relationship of genetic constructivism to other currents in mathematics education. Finally, in the third part, we respond to Miroslav Rendl and Stanislav Stech's criticism of the Hejný method, as genetic construtivism is usually called.
This response will allow us to further clarify some other aspects of the discussion.
