Radical Constructivism in Action

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Children's Mathematical Knowledge
Children’s Mathematical Knowledge
Classroom Mathematical Practices
Classroom Microculture
Communal Classroom Practices
Consensual Domain
constructivist
constructivist learning in mathematics
Constructivist Teaching Experiment
education
educational constructivism
epistemology
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ernst
Ernst Von Glasersfeld
experiment
Follow
glasersfeld
happy
Happy Agreement
Hold
Hypothetical Learning Trajectories
Instructional Activities
mathematics
Mathematics Education
mathematics education theory
Mathematics Practice
Mathematics Recovery
Mathematics Teacher
Mathematics Teacher Development
Mathematics Teacher Education
philosophy of knowledge
Pre-service Teachers
Radical Constructivism
Recovery Education
science pedagogy
Sociomathematical Norms
Soft Constraints
Spherical Geometry
teacher
Teacher Education
teacher professional development
teaching
von

Product details

  • ISBN 9781138984479
  • Weight: 453g
  • Dimensions: 156 x 234mm
  • Publication Date: 03 Jun 2016
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Over the last twenty-five years Ernst von Glasersfeld has had a tremendous impact on mathematics and science education through his fundamental insights into the nature of knowledge and knowing. Radical Constructivism in Action is a new volume of papers honouring his work by building on his model of knowing.
The contributions by leading 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 emergence and changes in what is thought of as "certain" scientific knowledge.
It aims to increase understanding of constructivism and Glasersfeld's achievement, and is vibrant evidence of the continued vitality of research in the constructivism tradition.

Leslie P. Steffe, Patrick W. Thompson