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Constructivism: Which Form Provides the Most Adequate Theory of Mathematics Learning?

Constructivism: Which Form Provides the Most Adequate Theory of Mathematics Learning? Three variants of constructivist learning theory for mathematics are contrasted. These are information processing, radical, and social constructivism. Each position is sketched, and the underlying metaphors of mind and models of the world (with their links to epistemology and ontology) are examined critically. The positions are compared with regard to these issues and their individual-social focus. It is argued that both radical constructivism and social constructivism are adequate learning theories for mathematics education, but that the former over-emphasises the perspective of the individual at the expense of social considerations. The pedagogical implications of each of the different learning theories are also considered. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal für Mathematik-Didaktik Springer Journals

Constructivism: Which Form Provides the Most Adequate Theory of Mathematics Learning?

Ernest, Paul
Journal für Mathematik-Didaktik , Volume 15 (4) – Dec 20, 2013
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References (36)

Publisher
Springer Journals
Copyright
Copyright
Subject
Education; Mathematics Education; Mathematics, general; Science Education; History of Mathematical Sciences
ISSN
0173-5322
DOI
10.1007/BF03338812
Publisher site
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Abstract

Three variants of constructivist learning theory for mathematics are contrasted. These are information processing, radical, and social constructivism. Each position is sketched, and the underlying metaphors of mind and models of the world (with their links to epistemology and ontology) are examined critically. The positions are compared with regard to these issues and their individual-social focus. It is argued that both radical constructivism and social constructivism are adequate learning theories for mathematics education, but that the former over-emphasises the perspective of the individual at the expense of social considerations. The pedagogical implications of each of the different learning theories are also considered.

Journal

Journal für Mathematik-Didaktik – Springer Journals

Published: Dec 20, 2013

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