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Peer reviewed Peer reviewed
ERIC Number: EJ522093
Record Type: CIJE
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0021-8251
Intersubjectivity in Mathematics Learning: A Challenge to the Radical Constructivist Paradigm?
Lerman, Stephen
Journal for Research in Mathematics Education, v27 n2 p133-50 Mar 1996
Discusses intersubjectivity and examines limitations of radical constructivism. Compares Piaget's positioning of the individual in relation to social life with that of Vygotsky in support of the claim that radical constructivism does not offer enough as an explanation of children's learning of mathematics. (Author/MKR)
Descriptors: Constructivism (Learning), Elementary Secondary Education, Learning Theories, Mathematics Education
Publication Type: Opinion Papers; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Piaget (Jean); Vygotsky (Lev S)