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Constructivism: Theory For Practice? The Case Of Mathematics

Constructivism: Theory For Practice? The Case Of Mathematics In recent years the theory known as constructivism has attracted considerable attention from researchers and document writers in particular. Implementation of constructivist principles inside the classroom is still problematic, however. Different reasons for this are explored in the paper. An overview of previously ‐ and in some cases still ‐ popular theories of learning and teaching precedes a detailed discussion of constructivism: its sources, definitions, advocates, and critics. A number of classroom experiments designed and executed within a constructivist paradigm are reported in considerable detail. The roles of both learner and teacher are described. Throughout, the discussion is confined to mathematics, mathematics education, and the mathematics classroom. However, the main arguments presented are applicable as well to other disciplines. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Higher Education Research and Development Taylor & Francis

Constructivism: Theory For Practice? The Case Of Mathematics

Higher Education Research and Development , Volume 12 (1): 16 – Jan 1, 1993

Constructivism: Theory For Practice? The Case Of Mathematics

Higher Education Research and Development , Volume 12 (1): 16 – Jan 1, 1993

Abstract

In recent years the theory known as constructivism has attracted considerable attention from researchers and document writers in particular. Implementation of constructivist principles inside the classroom is still problematic, however. Different reasons for this are explored in the paper. An overview of previously ‐ and in some cases still ‐ popular theories of learning and teaching precedes a detailed discussion of constructivism: its sources, definitions, advocates, and critics. A number of classroom experiments designed and executed within a constructivist paradigm are reported in considerable detail. The roles of both learner and teacher are described. Throughout, the discussion is confined to mathematics, mathematics education, and the mathematics classroom. However, the main arguments presented are applicable as well to other disciplines.

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References (28)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1469-8366
eISSN
0729-4360
DOI
10.1080/0729436930120102
Publisher site
See Article on Publisher Site

Abstract

In recent years the theory known as constructivism has attracted considerable attention from researchers and document writers in particular. Implementation of constructivist principles inside the classroom is still problematic, however. Different reasons for this are explored in the paper. An overview of previously ‐ and in some cases still ‐ popular theories of learning and teaching precedes a detailed discussion of constructivism: its sources, definitions, advocates, and critics. A number of classroom experiments designed and executed within a constructivist paradigm are reported in considerable detail. The roles of both learner and teacher are described. Throughout, the discussion is confined to mathematics, mathematics education, and the mathematics classroom. However, the main arguments presented are applicable as well to other disciplines.

Journal

Higher Education Research and DevelopmentTaylor & Francis

Published: Jan 1, 1993

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