RADICAL CONSTRUCTIVISM

Author: Ernst von Glasersfeld
Publisher: Routledge
ISBN: 1135716048
Format: PDF, Docs
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First Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.

Constructing Mathematical Knowledge

Author: Paul Ernest
Publisher: Routledge
ISBN: 1135716188
Format: PDF, Docs
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This book provides a panorama of complimentary and forward looking perspectives on the learning of mathematics and epistemology from some of the leading contributors to the field. It explores constructivist and social theories of learning, and discusses the role of the computer in the light of these theories. It brings analyses from psychoanalysis, Hermeneutics and other perspectives to bear on the issues of mathematics and learning. It enquires into the nature of enquiry itself, and an important emergent theme is the role of language. Finally it relates the history of mathematics to its teaching and learning. The book both surveys current research and indicates orientations for fruitful work in the future.

Radical Constructivism in Mathematics Education

Author: E. von Glasersfeld
Publisher: Springer Science & Business Media
ISBN: 0306472015
Format: PDF, Mobi
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Mathematics is the science of acts without things - and through this, of things one can define by acts. 1 Paul Valéry The essays collected in this volume form a mosaik of theory, research, and practice directed at the task of spreading mathematical knowledge. They address questions raised by the recurrent observation that, all too frequently, the present ways and means of teaching mathematics generate in the student a lasting aversion against numbers, rather than an understanding of the useful and sometimes enchanting things one can do with them. Parents, teachers, and researchers in the field of education are well aware of this dismal situation, but their views about what causes the wide-spread failure and what steps should be taken to correct it have so far not come anywhere near a practicable consensus. The authors of the chapters in this book have all had extensive experience in teaching as well as in educational research. They approach the problems they have isolated from their own individual perspectives. Yet, they share both an overall goal and a specific fundamental conviction that characterized the efforts about which they write here. The common goal is to find a better way to teach mathematics. The common conviction is that knowledge cannot simply be transferred ready-made from parent to child or from teacher to student but has to be actively built up by each learner in his or her own mind.

Radical Constructivism in Action

Author: Leslie P. Steffe
Publisher: Routledge
ISBN: 1135699461
Format: PDF, ePub, Docs
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Over the last twenty-five years Ernst von Glasersfeld has had a tremendous impact on mathematics and science education through his fundamental insights into the nature of knowledge and knowing. Radical Constructivism in Action is a new volume of papers honouring his work by building on his model of knowing. The contributions by leading researchers present constructivism in action, tying the authors' actions regarding practical problems of mathematics and science education, philosophy, and sociology to their philosophical constraints, giving meaning to constructivism operationally. The book begins with a retrospective analogy between radical constructivism's emergence and changes in what is thought of as "certain" scientific knowledge. It aims to increase understanding of constructivism and Glasersfeld's achievement, and is vibrant evidence of the continued vitality of research in the constructivism tradition.

Investigating Mathematics Teaching

Author: Barbara Jaworski
Publisher: Routledge
ISBN: 1135716129
Format: PDF, ePub, Mobi
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Barbara Jaworski addresses a number of questions that are central to research on reform in mathematics education today. In this volume she attempts to chart critically yet honestly her own developing ideas as she undertakes a several-year-long enquiry into mathematics teaching and gives a very personal account of her developing conceptions, conjectures, thoughts and reflections. The author accounts for her research both genetically and biographically, simultaneously restructuring the development of her ideas and giving a rigorous, critical and reflective account.

Das GESIM Konzept

Author: Andreas Prömmel
Publisher: Springer-Verlag
ISBN: 3658005947
Format: PDF, Kindle
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Das GESIM-Konzept ist ein Unterrichtskonzept für die ersten vier Wochen des Stochastikunterrichts in der Sekundarstufe. In diesem Konzept wird die Vermittlung stochastischer Inhalte mit dem Erwerb von Simulationskompetenzen und dem Erlernen des Umgangs mit der Software Fathom verknüpft. Lernende sollen durch eigene stochastische Erfahrungen bereits frühzeitig ein angemessenes Wissen über Verteilungen erwerben. Andreas Prömmel stellt den Einführungskurs mit seinen spezifischen Gestaltungselementen vor und erläutert dessen fachdidaktische, konzeptionelle und lerntheoretische Grundlagen. Auf der Basis empirischer Studien evaluiert er die unterrichtliche Umsetzung des Einführungskurses durch eine mehrdimensionale Analyse des Interventionsdesigns. Ein Ausblick auf die mögliche Weiterentwicklung des Einführungskurses schließt die Arbeit ab.

Brain in Mind

Author: Herbert Fj Müller
Publisher: iUniverse
ISBN: 1450200958
Format: PDF, Docs
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Our work in psychiatry always involves both sides of the mind-body divide. But despite much effort to clarify the nature of the relation between mind and body, this question is still a riddle. That is a puzzling situation, to put it mildly. One central unresolved question in understanding the mind-brain relationship is not of an experimental type but stems from difficulties in the use of concepts. St. Augustine (~400 CE) wrote that it is impossible for humans to understand how the mind is attached to the body. Despite the inherent paradox that humans as minds plus bodies are entirely puzzling and incomprehensible, this would appear to be an accurate statement until now, despite an extensive literature that tries to solve the difficulty, particularly as a result of the recent increase in the knowledge of brain function. This essay, Brain in Mind, shows that the difficulty is due to the Occidental tradition of metaphysics-ontology, which claims that reality is mindindependent; that belief eliminates the mind from reality, because the mind cannot become mind-independent. Principles from phenomenology (Jaspers) and constructivism (von Glasersfeld and others), and the awareness that all reality-structures involve the subject's pragmatic designing activity in an unstructured background, show a contradiction-free way of dealing with the question, which is also of help for other areas of knowledge.

Theories of Mathematics Education

Author: Bharath Sriraman
Publisher: Springer Science & Business Media
ISBN: 3642007422
Format: PDF, ePub, Docs
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Advances in Mathematics Education is a new and innovative book series published by Springer that builds on the success and the rich history of ZDM—The Inter- tional Journal on Mathematics Education (formerly known as Zentralblatt für - daktik der Mathematik). One characteristic of ZDM since its inception in 1969 has been the publication of themed issues that aim to bring the state-of-the-art on c- tral sub-domains within mathematics education. The published issues include a rich variety of topics and contributions that continue to be of relevance today. The newly established monograph series aims to integrate, synthesize and extend papers from previously published themed issues of importance today, by orienting these issues towards the future state of the art. The main idea is to move the ?eld forward with a book series that looks to the future by building on the past by carefully choosing viable ideas that can fruitfully mutate and inspire the next generations. Taking ins- ration from Henri Poincaré (1854–1912), who said “To create consists precisely in not making useless combinations and in making those which are useful and which are only a small minority.