Author J. Confrey

https://cepa.info/author/confrey-j
Biography:
Jere Confrey is the Joseph D. Moore Distinguished Professor of Mathematics Education at North Carolina State University. She is currently designing interactive diagnostic assessment systems. She served on the National Validation Committee on the Common Core State Standards. She was Vice Chairman of the Mathematics Sciences Education Board, National Academy of Sciences (1998–2004). She chaired the NRC Committee, which produced On Evaluating Curricular Effectiveness, and was a coauthor of NRC’s Scientific Research in Education. She co-founded the UTEACH program at the University of Texas in Austin. Dr. Confrey received a Ph.D in mathematics education from Cornell University.

Publications Found: 17 · Show All Abstracts

Confrey J. (1983) Young women, constructivism and the learning of mathematics. In: Bergeron J. & Herscovics N. (eds.) , Proceedings of the Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education Volume 2. University of Quebec-Montreal, Montreal: 232–238.
Confrey J. (1985) Towards a framework for constructivist instruction. In: Streefland L. (ed.) , Proceedings of the Ninth International Conference for the Psychology of Mathematics Education. Volume 1. State University of Utrecht, Noordwijkerhout: 477–483.
Confrey J. (1987) The constructivist. In: Bergeron J., Herscovics N. & Kieran C. (eds.) Proceedings of the Eleventh International Conference on the Psychology of Mathematics Education, Volume 3. University of Montreal, Montreal: 307–317.
Confrey J. (1990) What constructivism implies for teaching. In: Davis R. B., Maher C. A. & Noddings N. (eds.) Constructivist views on the teaching and learning of mathematics. National Council of Teachers of Mathematics, Reston VA: 107–124. Fulltext at https://cepa.info/3879
Confrey J. (1993) Learning to see children’s mathematics: Crucial challenges in constructivist reform. In: Tobin K. (ed.) , Constructivist perspectives in science and mathematics. American Association for the Advancement of Science, Washington DC: 299–321.
Confrey J. (1994) A theory of intellectual development, Part I: Radical constructivism. For the Learning of Mathematics 14(13): 2–8. Fulltext at https://cepa.info/3875
Confrey J. (1994) “Voix et perspective”: à l’écoute des innovations épistémologiques des étudiants et des étudiantes. Revue des sciences de l’éducation 20(1): 115–133. Fulltext at https://cepa.info/5947
Confrey J. (1995) A theory of intellectual development, Part II: Socio-cultural perspective. For the Learning of Mathematics 15(1): 38–48. Fulltext at https://cepa.info/3874
Confrey J. (1995) A theory of intellectual development, Part III: A framework for a revised perspective. For the Learning of Mathematics 15(2): 36–45. Fulltext at https://cepa.info/3873
Confrey J. (1995) How compatible are radical constructivism, sociocultural approaches, and social constructivism. In: Steffe L. & Gale J. (eds.) Constructivism in education. Lawrence Erlbaum Associates, Hillsdale NJ: 185–225.
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