By Paul Ernest
This ebook offers a landscape of complimentary and ahead taking a look views at the studying of arithmetic and epistemology from many of the top individuals to the sphere. It explores constructivist and social theories of studying, and discusses the function of the pc within the mild of those theories. It brings analyses from psychoanalysis, Hermeneutics and different views to endure at the problems with arithmetic and studying. It enquires into the character of enquiry itself, and an immense emergent topic is the function of language. ultimately it relates the historical past of arithmetic to its instructing and studying. The e-book either surveys present learn and exhibits orientations for fruitful paintings sooner or later.
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Additional resources for Constructing Mathematical Knowledge: Epistemology and Mathematics Education
In this sense, the possible actions can be regarded as mathematical tools for the children to use. As tools, the possible actions are not independent of the children’s mathematical operations. The use to which the possible actions are put depends on the operations of which the children are capable. Our design of the possible actions of the microworlds is compatible with Vygotsky’s belief that a defining feature of human mental functioning is its mediation by tools and signs (Wertsch and Toma, 1994).
COBB, P. P. (1983) ‘The constructivist researcher as teacher and model builder’, Journal for Research in Mathematics Education, 14, pp. 83–94. KONOLD, C. K. P. (Ed) Epistemological Foundations of Mathematical Experience, New York, Springer-Verlag, pp. 1–13. MATURANA, H. A. and LENNEBERG, E. (Eds) Psychology and Biology of Language and Thought, New York, Academic Press, pp. 24–67. MATURANA, H. and VARELA, F. Reidel. PIAGET, J. E. N. (Eds) Piaget Rediscovered: Report of the Conference on Cognitive Studies and Curriculum Development, Ithaca, Cornell University Press, pp.
His construction of the scheme opened a broad range of mathematical activity for him that was on a par with that in which Nathan could already engage. Nevertheless, the possibility of Arthur combining his units-coordinating scheme and his unit-fraction scheme was ready-at-hand and did not constitute a major reorganization of the latter scheme although it was a reorganization. It was not a major reorganization because, from all indications, it was constituted at the same level of interiorization as his unit-fraction scheme.