RADICAL CONSTRUCTIVISMFirst Published in 1995. In the past decade or two, the most important theoretical perspective to emerge in mathematics education has been that of constructivism. This burst onto the international scene at the controversial Eleventh International Conference on the Psychology of Mathematics Education in Montreal in the summer of 1987. No one there will forget von Glasersfeld's authoritative plenary presentation on radical constructivism, and his replies to critics. Ironically, the conference, at which attacks on radical constructivism were perhaps intended to expose fatally its weaknesses, served as a platform from which the theory was launched to widespread international acceptance and approbation. Radical constructivism is a theory of knowing that provides a pragmatic approach to questions about reality, truth, language and human understanding. It breaks with the philosophical tradition and proposes a conception of knowledge that focuses on experiential fit rather than metaphysical truth. It claims to be a useful approach, not the revelation of a timeless world. The ten chapters of this book present different facets in an elegantly written and thoroughly argued account of this epistemological position, providing a profound analysis of its central concepts. |
Contents
Languages and Thoughtful People | 1 |
A History in Quotations | 24 |
Chapter 3 Piagets Constructivist Theory of Knowing | 53 |
Chapter 4 The Construction of Concepts | 76 |
Chapter 5 Reflection and Abstraction | 89 |
The Self and Others | 113 |
Chapter 7 On Language Meaning and Communication | 129 |
Chapter 8 The Cybernetic Connection | 146 |
Chapter 9 Units Plurality and Number | 160 |
Chapter 10 To Encourage Students Conceptual Constructing | 176 |
References | 193 |
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Other editions - View all
Radical Constructivism: A Way of Knowing and Learning Ernst von Glasersfeld No preview available - 1996 |
Radical Constructivism: A Way of Knowing and Learning Ernst von Glasersfeld No preview available - 1995 |
Common terms and phrases
activity analysis apple assimilation attention aware behaviour Berkeley called Ceccato Chapter child cognitive compatible concept of number conceptual structures considered constitutes construction constructivist context coordination cybernetics Descartes domain E.VON elements empiricism entity environment epistemology Ernst von Glasersfeld experience experiential field experiential reality experiential world explain fact focused function Glasersfeld Heinz von Foerster human Humberto Maturana ideas interaction interpretation Jean Piaget Kant Kant's kind knowledge language learning linguistic Mathematics Education Maturana meaning mental operations mind notion number word object object permanence observer ontological organism particular pattern perceived perceptual perspective perturbation philosophers physical Piaget Piaget's theory plurality present problem psychology question radical constructivism re-present re-presentation reason refer reflective abstraction relation result scheme theory sense sensorimotor sensory material sensory signals sequence situation solipsism sound-image specific Steffe symbols teacher things thinking thought tion translation understanding unitary items viable Vico visual Yerkish