In this paper, we present an analytical framework for attending to reflexivity in the context of conducting teaching experiments and rationalize its components by appealing to the constructivist foundations on which the methodology is based. To illustrate the importance and utility of this framework, we discuss our analysis of recent mathematics education literature that has employed the teaching experiment methodology. In so doing, we reveal the extent to which researchers' presentations of their models of students' mathematical thinking and learning reflect these researchers' attention to reflexivity. We conclude by reflecting on the implications of researchers attending to reflexivity in the context of conducting teaching experiments. [For the complete proceedings, see ED583989.]