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Cobb, Paul1
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Cobb, Paul – Educational Researcher, 1994
Argues that mathematical learning should be viewed as a process of active individual construction and a process of enculturation into the mathematical practices of wider society. It further argues that the sociocultural perspective theorizes the conditions for the possibility of learning, whereas constructivist perspectives focus on what students…
Descriptors: Comparative Analysis, Concept Formation, Constructivism (Learning), Elementary Secondary Education