NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1137037
Record Type: Journal
Publication Date: 2017-May
Pages: 15
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-0013-1954
Astonishment: A Post-Constructivist Investigation into Mathematics as Passion
Roth, Wolff-Michael
Educational Studies in Mathematics, v95 n1 p97-111 May 2017
Constructivist learning theories have become the dominant ideology in educational circles, in part, because there is a primacy on the agential individual with its definite identity. However, precisely because "to construct" is a "transitive" verb, it occludes the fact that in learning and development, we come to know something new, that is, something unknown before and therefore something that could not be anticipated. The related concepts of "surprise," "astonishment," and "admiration" refer to phenomena through which the person acknowledges the encounter with the absolutely new, the alien, the unanticipated; and the person acknowledges "having been affected" something unknown before, an experience that transcends agency and manifests the passivity that comes with the encounter of the unknown. In this study, teaching for "astonishment" is presented and discussed as an alternative way of thinking about mathematics learning.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A