Radical constructivism : a way of knowing and learning
著者
書誌事項
Radical constructivism : a way of knowing and learning
（Studies in mathematics education series, 6）
Falmer Press, 1995
- : cased
- : pbk
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注記
Includes bibliographical references (p. 193-204) and indexes
Reprinted 2002 by RoutledgeFalmer
内容説明・目次
内容説明
First 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 con structivism, 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.
目次
- Chapter 1 Growing up Constructivist
- Chapter 2 Unpopular Philosophical Ideas
- Chapter 3 Piaget's Constructivist Theory of Knowing
- Chapter 4
- Chapter 5
- Chapter 6 Constructing Agents
- Chapter 7 On Language, Meaning, and Communication
- Chapter 8 The Cybernetic Connection
- Chapter 9
- Chapter 10 To Encourage Students' Conceptual Constructing
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