ERIC Number: ED389561
Record Type: RIE
Publication Date: 1995-Oct
Reference Count: N/A
Radical Constructivism as a Basis for Mathematics Reform.
Wheatley, Grayson H.; And Others
This paper describes the use of radical constructivism as a basis for curriculum reform in university mathematics courses and reports on research conducted on two of the courses developed, one in geometry and one in problem solving. The theoretical underpinnings of the project are described along with the implications for course design and instruction. Finally, results from qualitative research conducted on the courses are presented. The courses were found to foster intellectual autonomy, challenge students to rethink mathematics from a conceptual rather than procedural perspective, promote confidence in their mathematics knowledge, become more positive mathematics learners, and make connections among algebra, geometry, and calculus concepts. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Connections (Mathematics); Reform Efforts
Note: Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (17th, Columbus, OH, October 21-24, 1995). For entire conference proceedings, see SE 057 177.