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RADICAL CONSTRUCTIVISM

RADICAL CONSTRUCTIVISM Author Ernst von Glasersfeld
ISBN-10 9781135716042
Release 2013-08-06
Pages 232
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First Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.



Radical Constructivism in Action

Radical Constructivism in Action Author Leslie P. Steffe
ISBN-10 9781135699468
Release 2002-11-01
Pages 344
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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.



Radical Constructivism in Mathematics Education

Radical Constructivism in Mathematics Education Author E. von Glasersfeld
ISBN-10 9780306472015
Release 2006-04-11
Pages 250
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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.



Constructing Mathematical Knowledge

Constructing Mathematical Knowledge Author Paul Ernest
ISBN-10 9781135716196
Release 2003-09-02
Pages 300
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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

RADICAL CONSTRUCTIVISM Author Ernst von Glasersfeld
ISBN-10 9781135716042
Release 2013-08-06
Pages 232
Download Link Click Here

First Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.



Theories of Mathematics Education

Theories of Mathematics Education Author Bharath Sriraman
ISBN-10 9783642007422
Release 2009-10-13
Pages 668
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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.



Radical Constructivism in Action

Radical Constructivism in Action Author Leslie P. Steffe
ISBN-10 9781135699468
Release 2002-11-01
Pages 344
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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

Investigating Mathematics Teaching Author Barbara Jaworski
ISBN-10 9781135716127
Release 2002-11-01
Pages 252
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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.



Key Works in Radical Constructivism

Key Works in Radical Constructivism Author Ernst Von Glasersfeld
ISBN-10 9087900864
Release 2009-11
Pages 342
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Key works on radical constructivism brings together a number of essays by Ernst von Glasersfeld that illustrate the application of a radical constructivist way of thinking in the areas of education, language, theory of knowledge, and the analysis of a few concepts that are indispensable in almost everything we think and do. Ernst von Glasersfeld's work opens a window on how we know what we know. The present work grew out of a desire to make more accessible this line of thought, to highlight its originality and consistency, and to illustrate its fecundity in the domains of cognition and learning. The first three parts of this book contain texts by Glasersfeld that outline the constructivist approach and explicate the frequently drastic reconceptualizations he has suggested. Both the last part and the postscript consist of commentaries by Edith Ackermann, Jacques Desautels, Gerard Fourez, Leslie P. Steffe and Kenneth Tobin, scholars in the fields that Glasersfeld has been concerned with. They examine a number of critical aspects pertaining to (radical) constructivism's current and future development, often tracing out paths that warrant further exploration and reflection, in particular concerning the sociopolitical dimension of knowledge. Key works on radical constructivism is intended as a reference book for researchers, educators, and students of education-and for anyone interested in grasping, or deepening their grasp of, radical constructivism's tenets, ambitions and concerns. Readers will discover in this collection of firsthand contributions the contours of a bold, contemporary debate about a most compelling current of thought. Ernst von Glasersfeld was brought up with more than one language from the very beginning. This taught him early on that the realities people think and talk about are noticeably different. He was much influenced by Silvio Ceccato, the founder of the Operational School in Italy, and then by Jean Piaget's Genetic epistemology, to which, he believes, he was able to add some details. He worked as a language analyst at the Center for Cybernetics in Milan, directed a language research project for the Us Air Force from 1962 to 1970, and then taught as professor of cognitive psychology at the University of Georgia, USA. In 1987 he retired at the age of 75 and became Research Associate at the Scientific Reasoning Research Institute of the University of Massachusetts. Throughout, his main interest was how we come to know what we know and how thought and language are linked. He has published several books in English, German, and Italian. Marie Larochelle is Full Professor at the Faculty of Education of Universite Laval, Quebec City. For many years, she has actively researched socioepistemological problems related to the teaching/learning of scientific knowledge. Her publications have been primarily in the fields of science education and constructivism. Her current research interests focus on how students and future science teachers figure or represent the conflicts, controversies, negotiations and socioethical issues that shape the practice of the technosciences."



Constructivist Views on the Teaching and Learning of Mathematics

Constructivist Views on the Teaching and Learning of Mathematics Author Robert Benjamin Davis
ISBN-10 UOM:39015032359203
Release 1990
Pages 210
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Constructivist views on the teaching and learning of mathematics (Journal for research in mathematics education)



Classics In Mathematics Education Research

Classics In Mathematics Education Research Author Thomas P. Carpenter
ISBN-10 0873535650
Release 2004-05-01
Pages 226
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Classics In Mathematics Education Research has been writing in one form or another for most of life. You can find so many inspiration from Classics In Mathematics Education Research also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Classics In Mathematics Education Research book for free.



Social Constructivism as a Philosophy of Mathematics

Social Constructivism as a Philosophy of Mathematics Author Paul Ernest
ISBN-10 0791435873
Release 1998
Pages 315
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Extends the ideas of social constructivism to the philosophy of mathematics, developing a powerful critique of traditional absolutist conceptions of mathematics, and proposing a reconceptualization of the philosophy of mathematics.



The Philosophy of Mathematics Education

The Philosophy of Mathematics Education Author Paul Ernest
ISBN-10 9783319405698
Release 2016-07-15
Pages 26
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This survey provides a brief and selective overview of research in the philosophy of mathematics education. It asks what makes up the philosophy of mathematics education, what it means, what questions it asks and answers, and what is its overall importance and use? It provides overviews of critical mathematics education, and the most relevant modern movements in the philosophy of mathematics. A case study is provided of an emerging research tradition in one country. This is the Hermeneutic strand of research in the philosophy of mathematics education in Brazil. This illustrates one orientation towards research inquiry in the philosophy of mathematics education. It is part of a broader practice of ‘philosophical archaeology’: the uncovering of hidden assumptions and buried ideologies within the concepts and methods of research and practice in mathematics education. An extensive bibliography is also included.



The Dream of Reality

The Dream of Reality Author Lynn Segal
ISBN-10 9781461301158
Release 2011-06-27
Pages 163
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What if there were no objective facts, no objective truth, only our belief in them? What if our consciousness itself is an unconscious invention, constructed out of logic and language? In this thought-provoking volume, Lynn Segal describes how the ideas of Heinz von Foerster compel us to explore the question "Do we discover the world or do we invent it?". He suggests that we must first know how we think before we can claim knowledge of the world. While Constructivism may seem relevant only to those in the cognitive sciences, it is, in fact, highly relevant to everyone. Paradoxically, grasping the limits of our own understanding can free us to live more creative and meaningful personal and professional lives.



Journal for Research in Mathematics Education

Journal for Research in Mathematics Education Author
ISBN-10 OSU:32435083072264
Release 2012
Pages
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Journal for Research in Mathematics Education has been writing in one form or another for most of life. You can find so many inspiration from Journal for Research in Mathematics Education also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Journal for Research in Mathematics Education book for free.



Symbolizing Modeling and Tool Use in Mathematics Education

Symbolizing  Modeling and Tool Use in Mathematics Education Author K.P Gravemeijer
ISBN-10 9789401731942
Release 2013-03-09
Pages 308
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This book explores the option of building on symbolizing, modeling and tool use as personally meaningful activities of students. It discusses the dimension of setting: varying from the study of informal, spontaneous activity of students, to an explicit focus on instructional design, and goals and effects of instruction; and the dimension of the theoretical framework of the researcher: varying from constructivism, to activity theory, cognitive psychology and instructional-design theory.



Brain in Mind

Brain in Mind Author Herbert Fj Müller
ISBN-10 9781450200950
Release 2010-12
Pages 124
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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.