ERIC Number: EJ464683
Record Type: Journal
Publication Date: 1992
Reference Count: N/A
Some Pluses and Minuses of Radical Constructivism in Mathematics Education.
Ellerton, Nerida; Clements, M. A.
Mathematics Education Research Journal, v4 n2 p1-22 1992
Reviews the radical constructivism movement in mathematics education. Benefits identified include learner ownership of mathematical learning; importance of social interaction; and identification of principles for improving mathematics teaching and learning. Weaknesses identified include overzealousness of some radical constructivists; downplaying of linguistic activity in cognitive development; and oversimplification of the nature of mathematical knowledge. (46 references) (MDH)
Descriptors: Classroom Environment, Cognitive Development, Cognitive Structures, Constructivism (Learning), Cooperative Learning, Elementary Secondary Education, Epistemology, Instructional Improvement, Interpersonal Communication, Learning Theories, Mathematical Concepts, Mathematics Education, Mathematics Instruction, Student Attitudes
Publication Type: Information Analyses; Journal Articles
Education Level: N/A
Authoring Institution: N/A