ERIC Number: ED389535
Record Type: RIE
Publication Date: 1995-Oct
Constructivist, Emergent, and Sociocultural Perspectives in the Context of Developmental Research.
Cobb, Paul; Yackel, Erna
The overall intent is to clarify relationships between psychological constructivist, sociocultural, and emergent perspectives by grounding them in attempts to understand what might be happening in a variety of teaching and learning situations. The first part of the paper outlines an interpretive framework developed in the course of a classroom-based research project. At the level of classroom processes, the framework involves an emergent approach in which psychological constructivist analyses of individual activity are coordinated with interactionist analyses of classroom interactions and discourse. At the level of school and societal processes, the perspective taken is broadly sociocultural and focuses on the influence of individuals' participation in culturally-organized practices. In the second part of the paper, the framework is taken as background against which to compare and contrast the three theoretical perspectives. The emergent approach augments the psychological constructivist perspective by making it possible to locate analyses of individual students' constructive activities in social context. In addition, the purposes for which emergent and sociocultural perspectives might be appropriate are considered and observed to span the individual students' activities, the classroom community, and broader communities of practice. Contains 75 references. (Author/MKR)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: N/A
Note: Plenary 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.