Download e-book for kindle: Constructing Mathematical Knowledge: Epistemology and by Paul Ernest

By Paul Ernest

ISBN-10: 0203261577

ISBN-13: 9780203261576

ISBN-10: 0203454200

ISBN-13: 9780203454206

ISBN-10: 0750705701

ISBN-13: 9780750705707

This e-book presents a landscape of complimentary and ahead having a look views at the studying of arithmetic and epistemology from the various top participants to the sphere. It explores constructivist and social theories of studying, and discusses the position of the pc within the gentle of those theories. It brings analyses from psychoanalysis, Hermeneutics and different views to undergo at the problems with arithmetic and studying. It enquires into the character of enquiry itself, and a major emergent topic is the function of language. eventually it relates the background of arithmetic to its educating and studying. The booklet either surveys present examine and shows orientations for fruitful paintings sooner or later.

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Additional info for Constructing Mathematical Knowledge: Epistemology and Mathematics Education

Sample text

In this sense, Piaget explained mathematical development as a result of children interacting in their environments as self-regulating and autonomous organisms. Vygotsky (1978) criticized the view of learning being subordinate to development. He also rejected the view of learning being development; in which learning is perceived as the process of elaborating innate structures. Instead, Vygotsky (1978) emphasized the essential influence of learning on development. In his work, he concentrated on means by which children acquire language as a LESLIE P.

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. Arthur’s scheme for making two-sixths was more complex than the schemes he modified. But it is somewhat misleading to say that the more complex structure might be learned if it is based on a simpler structure, because the observer can know only in retrospect what a child does learn.

Here, we consider mathematical learning to occur in experiential contexts. It is useful to distinguish these cases of learning from cases where changes occur in a scheme when, from an observer’s perspective, the scheme is not in activation. These latter cases may be regarded as developmental accommodations if they involve a metamorphosis of the scheme. References BAUERSFELD, H. , and JoNES, D. (Eds) Effective Mathematics Teaching, Reston, Virginia, NCTM and Lawrence Erlbaum, pp. 27–46. CHOMSKY, N.

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Constructing Mathematical Knowledge: Epistemology and Mathematics Education by Paul Ernest


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