Publication 1102

Sevim V. & Cifarelli V. V. (2014) Authors’ Response: Radical Constructivist Conceptual Analyses in Mathematical Problem Solving and their Implications for Teaching. Constructivist Foundations 9(3): 386–392. Fulltext at https://cepa.info/1102
Upshot: In this response to the open peer commentaries on our target article, we address two emerging themes: the need to explicate further the nature of learning processes from a radical constructivist perspective, and the need to investigate further the implications of our research for classroom teaching.

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