NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ656397
Record Type: Journal
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0013-1954
Structuring Occasions.
Towers, Jo; Davis, Brent
Educational Studies in Mathematics, v49 n3 p313-40 2002
Suggests that trivialized versions of constructivism are promulgated due to misunderstandings of vocabulary adopted by its advocates. Discusses specifics of frustrations in an effort to communicate the insights and implications of radical and social constructivist theories to preservice and practicing teachers. Presents a classroom episode to show how to work with teachers to foster deep appreciation of how learning is reframed as dependent on teaching. (Author/KHR)
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A