Author A. Norton
Anderson Norton is an associate professor of mathematics education in the Mathematics Department at Virginia Tech. His research interests include building psychological models of students’ mathematics. His work is heavily influenced by Piaget’s structuralism, von Glasersfeld’s scheme theory, and Steffe’s models for students’ construction of number. Norton has extended much of his work to teacher education, for which he was awarded the 2013 Early Career Award from the Association of Mathematics Teacher Educators.

Publications Found: 11 · Show All Abstracts

Norton A. (2009) Re-solving the Learning Paradox: Epistemological and Ontological Questions for Constructivists. For the Learning of Mathematics 29(2): 2–7. Fulltext at
Norton A. (2010) Being radical. For the Learning of Mathematics 30(3): 23–24. Fulltext at
Norton A. (2018) Frameworks for modeling students’ mathematics. The Journal of Mathematical Behavior 52: 201–207. Fulltext at
Norton A. (2019) Mathematics as a Coordination of (Inter)Actions. Constructivist Foundations 15(1): 61–63. Fulltext at
Norton A. & Alibali M. W. (2019) Mathematics in action. In: Norton A. & Alibali M. W. (eds.) Constructing number: Research in mathematics education. Springer, Cham: 1–10. Fulltext at
Norton A. & Kokushkin V. (2021) Mathematical Metaphors Presuppose Common Logico-Mathematical Structures. Constructivist Foundations 16(3): 285–287. Fulltext at
Norton A. & Wilkins J. L. M. (2010) Students’ partitive schemes. Journal of Mathematical Behavior 29(4): 181–194.
Norton A. & Wilkins J. L. M. (2012) The splitting group. Journal for Research in Mathematics Education 42(5): 557–583. Fulltext at
Tillema E. S., Hackenberg A. J., Ulrich C. & Norton A. (2014) Authors’ Response: Interaction: A Core Hypothesis of Radical Constructivist Epistemology. Constructivist Foundations 9(3): 354–359. Fulltext at
Ulrich C., Tillema E. S., Hackenberg A. J. & Norton A. (2014) Constructivist Model Building: Empirical Examples From Mathematics Education. Constructivist Foundations 9(3): 328–339. Fulltext at
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