Toggle navigation
CEPA.INFO
FAQ
BROWSE
Authors
Constructivist Approaches
Background Disciplines
Reading Lists
Latest Fulltext Additions
LOGIN
Search Results
Publications Found:
28
·
Show All Abstracts
·
Highlight Matches
Search CEPA
» Help with Search
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/ÃÂ�âÂÂÃÂâÂÂÃÂ�� �≢ÃÂ�âÂÂ�âÂ¬à ¡ÃÂ�� �≢ÃÂ�âÂÂÃÂâÂÂÃÂâ�âÂÂìàáÃ
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/ÃÂ�âÂÂÃÂâÂÂÃÂ�� �ÿý�≢ÃÂ�âÂÂ�âÂ¬à ¡ÃÂ�� �ÿý�≢ÃÂ�âÂÂÃÂâÂÂï¿Â
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/????ÃÂï�ÿ�ý????ÃÂï�ÿ�ý????ÃÂï�ÿ�ý????ÃÂï�ÿ�ý????ÃÂï�ÿ�ý??
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/ÃÂ�âÂÂÃÂâÂÂÃÂâ Ã¢â‰¢ÃÂ�âÂÂââÂ¬à ¡ÃÂâ â≢ÃÂ�âÂÂÃÂâÂÂÃÂâââÂÂìàáÃÂ�âÂÂââÂ
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/Ã�â�¿½�â¬â¢Ã�� �¿½�â¬â¢Ã�â�â¬Å¡Ã�� �¿½�â¬â¢Ã�â�¿½�â¬â¢ï¿½Â¿Â½ï¿½â¬à ¡Ã�â�â¬Å¡Ã�� �¿½�â¬â¢Ã�â�¿
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/??�ÿý??�ÿý??
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/Ã�âÃâÃ�� �â¬â¢Ã�â�â¬Å¡Ã�� �â¬â¢Ã�âÃââ�â¬à ¡Ã�â�â¬Å¡Ã�� �â¬â¢Ã�âÃâÃ�� �â¬â¢Ã�â�â¬Å¡Ã¢�â¬
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/Ã�âÃâÃ�� �¿½�â¬â¢Ã�â�â¬Å¡Ã�� �¿½�â¬â¢Ã�âÃâ�¿½�â¬à ¡Ã�â�â¬Å¡Ã�� �¿½�â¬â¢Ã�âÃâÃ�� �¿½�â¬
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/????ï�¿�½????ï�¿�½????ï�¿�½????ï�¿�½????ï�¿�½??
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/??�¿½??�¿½??
By default, Find returns all publications that contain the words in the surnames of their author, in their titles, or in their years. For example,
Maturana
finds all publications authored by Maturana and publications that have "Maturana" in their title
Maturana 1974
finds all publications authored by Maturana in 1974
You can directly search for a reference by copy-pasting it. For example,
Glasersfeld E. von (1974) Jean Piaget and the radical constructivist epistemology
Unless a word (or phrase) if prefixed with a minus (-) it must be present in all results. Examples:
Glasersfeld Varela
shows all publications Ernst von Glasersfeld and Francisco Varela wrote together.
Glasersfeld "Jean Piaget"
finds all publications with
Glasersfeld
and
Jean Piaget
in it.
Prefix with
-
to indicate that this word must not be present in any result:
cognition -biology
will find entries that have
cognition
in the title but not
biology
.
Enter the surname of an author and a year to find all publications the author wrote in that year:
Glasersfeld 1995
presents all publications Ernst von Glasersfeld published in 1995.
Use
*
to match any characters:
constructivis*
matches constructivism and constructivist.
Enclose phrases between double quotes
"
to force phrase search:
"biology of cognition"
lists only the publications containing this phrase. Without the double quotes it will return all publications containing "biology" and all publications containing "cognition".
All the searches above match author names, titles and years. You can also address single fields:
author:glasersfeld title:reality
shows publications von Glasersfeld wrote on reality;
abstract:second-order
searches all abstracts for "second-order";
editor:Watzlawick
finds all books edited by Watzlawick.
Note there is no space after the colon.
Attention: Words of three letters and less are ignored.
"Not one, not two"
will return no result although there is
Varela's paper
of this title.
Cobb P. & Steffe L. P. (1983) The constructivist researcher as teacher and model builder. Journal for Research in Mathematics Education 14(2): 83–94. https://cepa.info/2096
Cobb P.
&
Steffe L. P.
(
1983
)
The constructivist researcher as teacher and model builder.
Journal for Research in Mathematics Education
14(2): 83–94.
Fulltext at https://cepa.info/2096
Copy
The constructivist teaching experiment is used in formulating explanations of children’s mathematical behavior. Essentially, a teaching experiment consists of a series of teaching episodes and individual interviews that covers an extended period of time – anywhere from 6 weeks to 2 years. The explanations we formulate consist of models – constellations of theoretical constructs – that represent our understanding of children’s mathematical realities. However, the models must be distinguished from what might go on in children’s heads. They are formulated in the context of intensive interactions with children. Our emphasis on the researcher as teacher stems from our view that children’s construction of mathematical knowledge is greatly influenced by the experience they gain through interaction with their teacher. Although some of the researchers might not teach, all must act as model builders to ensure that the models reflect the teacher’s understanding of the children.
Relevance:
Constructivist teaching experiment, Model building, Clinical interview. Teaching episode, Counting scheme, Teacher as researcher
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.
(
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.
Copy
Confrey J., Mundy J. & Waxman B. (1983) Educating mathematics teachers: The cognitive/constructivist perspective. 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: 196–204.
Confrey J.
,
Mundy J.
&
Waxman B.
(
1983
)
Educating mathematics teachers: The cognitive/constructivist perspective.
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: 196–204.
Copy
Fabricius W. V. (1983) Piaget’s theory of knowledge: Its philosophical context. Human Development 26(6): 325–334. https://cepa.info/6703
Fabricius W. V.
(
1983
)
Piaget’s theory of knowledge: Its philosophical context.
Human Development
26(6): 325–334.
Fulltext at https://cepa.info/6703
Copy
An understanding of Piaget’s theoretical position on the knowing process is necessary in order to appreciate fully the impact of his research. His theory of knowledge has many significant points in common with that of the German philosopher Kant. This article sketches the epistemologies of the 17th and 18th century movements of rationalism, empiricism, and romanticism which preceded Kant, Kant’s revolutionary conclusions concerning reality and the knowing process, and some parallels and areas of divergence between the Kantian and Piagetian theories of knowledge
Foerster H. von (1983) Foreword. In: Keeney B. (ed.) Aesthetics of Change. The Guilford Press, New York: xi.
Foerster H. von
(
1983
)
Foreword.
In: Keeney B. (ed.)
Aesthetics of Change
. The Guilford Press, New York: xi.
Copy
Gash H. (1983) Vico’s theory of knowledge and some problems in genetic epistemology. Human Development 26(1): 1–10. https://cepa.info/3768
Gash H.
(
1983
)
Vico’s theory of knowledge and some problems in genetic epistemology.
Human Development
26(1): 1–10.
Fulltext at https://cepa.info/3768
Copy
Two aspects of Vico’s constructivist epistemology are germane to contemporary cognitive developmental psychology. These aspects are Vico’s account of cognitive operations and of the limits to human knowledge of the world. Drawing on Vico’s epistemological treatise, and on contemporary commentary on Vico, it is argued that this eighteenth-century constructivist epistemology is useful in two ways. First, by being a consistent, and so radical, constructivism it may be helpful in clarifying the meaning of the environment in Piaget’s theory. Second, the description of mental operations may provide a way of overcoming objections to the overly formal quality of Piaget’s basic concrete-operational structures.
Key words:
Cognitive development
,
Genetic epistemology
,
Piaget
,
Realism
,
Theory formulation
,
Vico
Glasersfeld E. von (1983) Learning as a constructive activity. In: Bergeron J. C. & Herscovics N. (eds.) Proceedings of the 5th Annual Meeting of the North American Group of Psychology in Mathematics Education, Vol. 1. PME-NA, Montreal: 41–101. https://cepa.info/1373
Glasersfeld E. von
(
1983
)
Learning as a constructive activity.
In: Bergeron J. C. & Herscovics N. (eds.)
Proceedings of the 5th Annual Meeting of the North American Group of Psychology in Mathematics Education, Vol. 1
. PME-NA, Montreal: 41–101.
Fulltext at https://cepa.info/1373
Copy
Excerpt:
If the goal of the teacher’s guidance is to generate understanding, rather than train specific performance, his task will clearly be greatly facilitated if that goal can be represented by an explicit model of the concepts and operations that we assume to be the operative source of mathematical competence. More important still, if students are to taste something of the mathematician’s satisfaction in doing mathematics, they cannot be expected to find it in whatever rewards they might be given for their performance but only through becoming aware of the neatness of fit they have achieved in their own conceptual construction.
Key words:
cognition
,
education
German translation: Chapter 22 in
Glasersfeld E. von (1987) The construction of knowledge: Contributions to conceptual semantics
, Chapter 1 in Claude Janvier (ed.) Problems of representation in the teaching of and learning of mathematics, Lawrence Erlbaum, 1987, Chapter 15 in
Glasersfeld E. von (1987) The construction of knowledge: Contributions to conceptual semantics
, Reprinted as chapter 1 in
Glasersfeld E. von (2008) Key works in radical constructivism. Edited by M. Larochelle
Glasersfeld E. von (1983) On the concept of interpretation. Poetics 12(2/3): 207–218. https://cepa.info/1372
Glasersfeld E. von
(
1983
)
On the concept of interpretation.
Poetics
12(2/3): 207–218.
Fulltext at https://cepa.info/1372
Copy
Like many nomina actionis, “interpretation” designates either an activity or its results. When someone says, “I’m not sure how to in-terpret what she did,” it may mean that he sees several possible in-terpretations and does not know which to choose as the most plausible; but it may also mean that he has no interpretation because he sees no way of constructing one. In the first case, the speaker’s quandary pertains to the results; in the second, to the activity. In this chapter, I shall be concerned with interpretation as activity and only incidentally with the appropriateness or choice of its results.
Key words:
philosophy
,
language
German translation: Chapter 8 in
Glasersfeld E. von (1987) The construction of knowledge: Contributions to conceptual semantics
, Italian translation: Chapter 8 in
Glasersfeld E. von & Terzi P. (1965) Automatic English sentence analysis
, Chapter Chapter 5 in 108 (1987), Reprinted as chapter 6 in
Glasersfeld E. von (2008) Key works in radical constructivism. Edited by M. Larochelle
Glasersfeld E. von & Cobb P. (1983) Knowledge as environmental fit. Man-Environment Systems 13(5): 216–224.
Glasersfeld E. von
&
Cobb P.
(
1983
)
Knowledge as environmental fit.
Man-Environment Systems
13(5): 216–224.
Copy
Key words:
philosophy
,
cognition
Glasersfeld E. von & Richards J. (1983) The creation of units as a prerequisite for number: A philosophical review. In: Steffe L. P., Glasersfeld E. von, Richards J. & Cobb P. (eds.) Children’s counting types: Philosophy, theory, and application. Praeger, New York: 1–20.
Glasersfeld E. von
&
Richards J.
(
1983
)
The creation of units as a prerequisite for number: A philosophical review.
In: Steffe L. P., Glasersfeld E. von, Richards J. & Cobb P. (eds.)
Children’s counting types: Philosophy, theory, and application
. Praeger, New York: 1–20.
Copy
Key words:
philosophy
,
mathematics
,
development
Export result page as:
CF Format
·
APA
·
BibTex
·
EndNote
·
Harvard
·
MLA
·
Nature
·
RIS
·
Science
Page
1
2
3
Please provide us with your
feedback/evaluation/suggestions