Key word "mathematics learning"

Publications Found: 8 · Show All Abstracts

Borg P., Hewitt D. & Jones I. (2016) Negotiating Between Learner and Mathematics: A Conceptual Framework to Analyze Teacher Sensitivity Toward Constructivism in a Mathematics Classroom. Constructivist Foundations 12(1): 59–69. Fulltext at https://cepa.info/3810
Cifarelli V. V. & Sevim V. (2014) Examining the Role of Re-Presentation in Mathematical Problem Solving: An Application of Ernst von Glasersfeld’s Conceptual Analysis. Constructivist Foundations 9(3): 360–369. Fulltext at https://cepa.info/1093
Ellerton N. F. & Clements M. A. (1992) Some pluses and minuses of radical constructivism in mathematics education. Mathematics Education Research Journal 4(2): 1–22. Fulltext at https://cepa.info/2950
Riegler A. & Steffe L. P. (2014) “What Is the Teacher Trying to Teach Students if They Are All Busy Constructing Their Own Private Worlds?”: Introduction to the Special Issue. Constructivist Foundations 9(3): 297–301. Fulltext at https://cepa.info/1076
Simon M. A. (1995) Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education 26(2): 114–145. Fulltext at https://cepa.info/3671
Steffe L. P. (1991) The constructivist teaching experiment: Illustrations and implications. In: Glasersfeld E. von (ed.) Radical constructivism in mathematics education. Kluwer, Dordrecht: 177–194. Fulltext at https://cepa.info/2098
Steffe L. P. & Ulrich C. (2013) Constructivist teaching experiment. In: Lerman S. (ed.) Encyclopedia of mathematics education. Springer, Berlin: 102–109. Fulltext at https://cepa.info/2959
Wright B. (1991) An application of the epistemology of radical constructivism to the study of learning. The Australian Educational Researcher 18(1): 75–95. Fulltext at https://cepa.info/5424
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