Some Pluses and Minuses of Radical Constructivism in Mathematics Education.
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| Title: | Some Pluses and Minuses of Radical Constructivism in Mathematics Education. |
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| Language: | English |
| Authors: | Ellerton, Nerida, Clements, M. A. |
| Source: | Mathematics Education Research Journal. 1992 4(2):1-22. |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 1992 |
| Document Type: | Information Analyses Journal Articles |
| Descriptors: | Classroom Environment, Cognitive Development, Cognitive Structures, Constructivism (Learning), Cooperative Learning, Elementary Secondary Education, Epistemology, Instructional Improvement, Interpersonal Communication, Learning Theories, Mathematical Concepts, Mathematics Education, Mathematics Instruction, Student Attitudes |
| ISSN: | 1033-2170 |
| Abstract: | Reviews the radical constructivism movement in mathematics education. Benefits identified include learner ownership of mathematical learning; importance of social interaction; and identification of principles for improving mathematics teaching and learning. Weaknesses identified include overzealousness of some radical constructivists; downplaying of linguistic activity in cognitive development; and oversimplification of the nature of mathematical knowledge. (46 references) (MDH) |
| Entry Date: | 1993 |
| Accession Number: | EJ464683 |
| Database: | ERIC |
| Abstract: | Reviews the radical constructivism movement in mathematics education. Benefits identified include learner ownership of mathematical learning; importance of social interaction; and identification of principles for improving mathematics teaching and learning. Weaknesses identified include overzealousness of some radical constructivists; downplaying of linguistic activity in cognitive development; and oversimplification of the nature of mathematical knowledge. (46 references) (MDH) |
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| ISSN: | 1033-2170 |
