The constructive mathematics curriculum implemented in elementary schools from 1995 is nowadays under pressure of critic and reflection. This rush wave is indeed meaningful for the constructivist. This paper tries to reflect the theory of epistemology and methodology of constructivism, to offer suggestion toward the holistic approach of mathematical education and reconstruct the pedagogy practice of onstructivism. First, toexplore the operation of single paradigm ideology. Secondly, to discourse these controversial thesis such as: knowledge truth, subjectivity and intersubjectivity and the implication of active construction. Thirdly, to interpret the psychological operation indicated by constructivist is gradualand continuous. Teachers should try to promote children's constructive grade and offer them the maximal learning opportunities. Finally, to recite that professional teaching depends on the context of classroom and peculiarity of students to surmount predication. The constructive teaching is that teachers have to construct by themselves, to cultivate sensitivity about different statements, to pursuit the intersubjective meaning of integration and complement.