Since the mid 1970s, Ernst von Glasersfeld has had an impact on mathematics and science education through his fundamental insights into the nature of knowledge and knowing. This volume of papers honours his work by building on his model of knowing. The contributions by researchers present constructivism in action, tying the authors' actions regarding practical problems of mathematics and science education, philosophy and sociology to their philosophical constraints, giving meaning to constructivism operationally. The book begins with a retrospective analogy between radical constructivism's...
Since the mid 1970s, Ernst von Glasersfeld has had an impact on mathematics and science education through his fundamental insights into the nature of ...
Unique in offering a multidisciplinary perspective on key issues of alternative epistemologies in education, this collection includes contributions from scholars in family therapy, epistemology, and mathematics, science, and language education. These respected researchers were brought together to develop the theme of constructivism as it applies to many diversified fields. This book examines key distinctions of various constructivist epistemologies, comparing and contrasting the various paradigms. Each section provides both keynote positions on a particular alternative paradigm as well...
Unique in offering a multidisciplinary perspective on key issues of alternative epistemologies in education, this collection includes contributions fr...
Bringing together multiple perspectives on mathematical thinking, this volume presents elaborations on principles that reflects the progress made in the last 20 years. It is a starting point for understanding mathematical learning and should be of interest to educational researchers.
Bringing together multiple perspectives on mathematical thinking, this volume presents elaborations on principles that reflects the progress made in t...
Children's Fractional Knowledge elegantly tracks the construction of knowledge, both by children learning new methods of reasoning and by the researchers studying their methods. The book challenges the widely held belief that children's whole number knowledge is a distraction from their learning of fractions by positing that their fractional learning involves reorganizing-not simply using or building upon-their whole number knowledge. This hypothesis is explained in detail using examples of actual grade-schoolers approaching problems in fractions including the schemes they construct to...
Children's Fractional Knowledge elegantly tracks the construction of knowledge, both by children learning new methods of reasoning and by the resea...
When trying to understand the mathematical experiences of a child, one can do no better than to interact with the child in a mathematical context guided by the intention to specify the child's current knowledge and the progress the child might make.
When trying to understand the mathematical experiences of a child, one can do no better than to interact with the child in a mathematical context guid...
The studies presented in this book should be of interest to anybody concerned with the teaching of arithmetic to young children or with cognitive development in general. The 'eaching experiment. was carried out with half a dozen children entering first grade over two years in biweekly sessions. Methodologically the authors' research is original. It is a longitudinal but not a naturalistic study, since the experimenter-teachers directed their interaction with each individual child with a view to his or her possible progress. It is experimental in the sense that two groups of subjects were...
The studies presented in this book should be of interest to anybody concerned with the teaching of arithmetic to young children or with cognitive deve...
