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Inferentialism as an Alternative to Socioconstructivism in Mathematics Education

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Title: Inferentialism as an Alternative to Socioconstructivism in Mathematics Education
Language: English
Authors: Noorloos, Ruben, Taylor, Samuel D., Bakker, Arthur (ORCID 0000-0002-9604-3448), Derry, Jan
Source: Mathematics Education Research Journal. Dec 2017 29(4):437-453.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2017
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Mathematics Education, Constructivism (Learning), Inferences, Educational Research, Mathematical Concepts, Concept Formation, Educational Theories, Educational Practices, Social Influences
DOI: 10.1007/s13394-017-0189-3
ISSN: 1033-2170
Abstract: The purpose of this article is to draw the attention of mathematics education researchers to a relatively new semantic theory called inferentialism, as developed by the philosopher Robert Brandom. Inferentialism is a semantic theory which explains concept formation in terms of the inferences individuals make in the context of an intersubjective practice of acknowledging, attributing, and challenging one another's commitments. The article argues that inferentialism can help to overcome certain problems that have plagued the various forms of constructivism, and socioconstructivism in particular. Despite the range of socioconstructivist positions on offer, there is reason to think that versions of these problems will continue to haunt socioconstructivism. The problems are that socioconstructivists (i) have not come to a satisfactory resolution of the social-individual dichotomy, (ii) are still threatened by relativism, and (iii) have been vague in their characterization of what construction is. We first present these problems; then we introduce inferentialism, and finally we show how inferentialism can help to overcome the problems. We argue that inferentialism (i) contains a powerful conception of norms that can overcome the social-individual dichotomy, (ii) draws attention to the reality that constrains our inferences, and (iii) develops a clearer conception of learning in terms of the mastering of webs of reasons. Inferentialism therefore represents a powerful alternative theoretical framework to socioconstructivism.
Abstractor: As Provided
Number of References: 51
Entry Date: 2017
Accession Number: EJ1161667
Database: ERIC
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  Data: Inferentialism as an Alternative to Socioconstructivism in Mathematics Education
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  Data: <searchLink fieldCode="AR" term="%22Noorloos%2C+Ruben%22">Noorloos, Ruben</searchLink><br /><searchLink fieldCode="AR" term="%22Taylor%2C+Samuel+D%2E%22">Taylor, Samuel D.</searchLink><br /><searchLink fieldCode="AR" term="%22Bakker%2C+Arthur%22">Bakker, Arthur</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9604-3448">0000-0002-9604-3448</externalLink>)<br /><searchLink fieldCode="AR" term="%22Derry%2C+Jan%22">Derry, Jan</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Mathematics+Education+Research+Journal%22"><i>Mathematics Education Research Journal</i></searchLink>. Dec 2017 29(4):437-453.
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  Data: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
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  Data: 17
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  Data: 10.1007/s13394-017-0189-3
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  Data: The purpose of this article is to draw the attention of mathematics education researchers to a relatively new semantic theory called inferentialism, as developed by the philosopher Robert Brandom. Inferentialism is a semantic theory which explains concept formation in terms of the inferences individuals make in the context of an intersubjective practice of acknowledging, attributing, and challenging one another's commitments. The article argues that inferentialism can help to overcome certain problems that have plagued the various forms of constructivism, and socioconstructivism in particular. Despite the range of socioconstructivist positions on offer, there is reason to think that versions of these problems will continue to haunt socioconstructivism. The problems are that socioconstructivists (i) have not come to a satisfactory resolution of the social-individual dichotomy, (ii) are still threatened by relativism, and (iii) have been vague in their characterization of what construction is. We first present these problems; then we introduce inferentialism, and finally we show how inferentialism can help to overcome the problems. We argue that inferentialism (i) contains a powerful conception of norms that can overcome the social-individual dichotomy, (ii) draws attention to the reality that constrains our inferences, and (iii) develops a clearer conception of learning in terms of the mastering of webs of reasons. Inferentialism therefore represents a powerful alternative theoretical framework to socioconstructivism.
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      – TitleFull: Inferentialism as an Alternative to Socioconstructivism in Mathematics Education
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