NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ868799
Record Type: Journal
Publication Date: 2009
Pages: 6
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0228-0671
Re-Solving the Learning Paradox: Epistemological and Ontological Questions for Radical Constructivism
Norton, Anderson
For the Learning of Mathematics, v29 n2 p2-7 2009
This article addresses the learning paradox, which obliges researchers to explain how cognition can advance from a lower level of reasoning to a higher one. Although the question is at least as old as Plato, two major flaws have inhibited progress in developing solutions: the assumption that learning is an inductive process, and the conflation of epistemological and ontological questions. I adopt a radical constructivist perspective and present a few related solutions from previous mathematics education literature. I then provide a new solution that relies on Peirce's theory of abduction and Piaget's theory of operational schemes. However, with the learning paradox resolved, an ontological paradox remains: If individuals construct their mathematical realities based on their personal actions and experiences, how can we explain the predictive power of scientific hypotheses that are based on this mathematics.
FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada; e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A