Publication 7073

Lerman S. (2000) A case of interpretations of social: A response to Steffe and Thompson. [Constructivism and historical reception studies: Perspectives of a “constructive” dialogue] Journal for Research in Mathematics Education 31(2): 210–227. Fulltext at https://cepa.info/7073
In their response to my (1996) article, Steffe and Thompson argued that I have taken an early position of Vygotsky’s and that his later work is subsumed in and developed by von Glasersfeld. I argue that the two theories, Vygotsky’s and radical constructivism, are, on the contrary, quite distinct and that this distinction, when seen as a dichotomy, is productive. I suggest that radical constructivists draw on a weak image of the role of social life. I argue that a thick notion of social leads to a complexity of sociocultural theories concerning the teaching and learning of mathematics, a perspective that is firmly located in the debates surrounding cultural theory of the last 2 decades.

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