Chapters in
Constructing mathematical knowledge: Epistemology and mathematics education
Edited by E. Ernest. Falmer Press, London, 1994.

Publications Found: 7 · Show All Abstracts · Highlight Matches

Ernest P. (1994) Social constructivism and the psychology of mathematics education. In: Ernest E. (ed.) Constructing mathematical knowledge: Epistemology and mathematics education. Falmer Press, London: 68–79. Fulltext at https://cepa.info/3655
Glasersfeld E. von (1994) A radical constructivist view of basic mathematical concepts. In: Ernest E. (ed.) Constructing mathematical knowledge: Epistemology and mathematics education. Falmer Press, London: 5–7. Fulltext at https://cepa.info/1456
Lerman S. (1994) Articulating theories of mathematics learning. In: Ernest E. (ed.) Constructing mathematical knowledge: Epistemology and mathematics education. Falmer Press, London: 44–53. Fulltext at https://cepa.info/3653
Otte M. (1994) Is radical constructivism coherent? In: Ernest E. (ed.) Constructing mathematical knowledge: Epistemology and mathematics education. Falmer Press, London: 54–67. Fulltext at https://cepa.info/3654
Steffe L. P. & Tzur R. (1994) Interaction and children’s mathematics. In: Ernest P. (ed.) Constructing mathematical knowledge: Epistemology and mathematics education. Falmer Press, London: 8–32. Fulltext at https://cepa.info/2103
Tahta D. (1994) On interpretation. In: Ernest E. (ed.) Constructing mathematical knowledge: Epistemology and mathematics education. Falmer Press, London: 135–144. Fulltext at https://cepa.info/3651
Thomas R. S. D. (1994) Radical constructive criticisms of von Glasersfeld’s radical constructivism. In: Ernest E. (ed.) Constructing mathematical knowledge: Epistemology and mathematics education. Falmer Press, London: 36–43. Fulltext at https://cepa.info/3652
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