First published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.
Autorentext
Paul Ernest is Reader in Mathematics Education in the School of Education at the University of Exeter.
Zusammenfassung
First published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.
Inhalt
Introduction Part 1 Constructivism and the Learning of Mathematics Chapter 1 A Radical Constructivist View of Basic Mathematical Concepts Chapter 2 Interaction and Children's Mathematics 8 Chapter 3 Radical Constructive Criticisms of von Glasersfe1d's Radical Constructivism Chapter 4 Articulating Theories of Mathematics Learning Chapter 5 Is Radical Constructivism Coherent? Chapter 6 Social Constructivism and the Psychology of Mathematics Education Chapter 7 Mathematics, Computers and People: Individual and Social Perspectives Chapter 8 The Context of Cognition: The Challenge of Technology Part 2 Psychology, Epistemology and Hermeneutics Chapter 9 Another Psychology of Mathematics Education Chapter 10 On Interpretation Chapter 11 Potential Space and Mathematical Reality Chapter 12 Towards a Hermeneutical Understanding of Mathematics and Mathematical Learning Chapter 13 The Myth of Mathematics Part 3 Enquiry in Mathematics Education Chapter 14 The Problem of the Problem and Curriculum Fallacies Chapter 15 Enquiry in Mathematics and in Mathematics Education Chapter 16 Demystifying Mathematics Education through Inquiry Chapter 17 Reading to Learn Mathematics in the Primary Age Range Part 4 History, Mathematics and Education Chapter 18 The Idea of 'Revolution' As an Instrument for the Study of the Development of Mathematics and Its Application to Education Chapter 19 Mathematical Practices, Anomalies and Classroom Communication Problems