Steffe L. P. & Kieren T. (1994) Radical constructivism and mathematics education. Journal for Research in Mathematics Education 25(6): 711–733. https://cepa.info/2102
Radical constructivism and mathematics education.
Journal for Research in Mathematics Education 25(6): 711–733.
Fulltext at https://cepa.info/2102
intention in this mticle is to provide an interpretation of the influence of constructivist thought on mathematics educators starting around 1960 and proceeding on up to the present time. First, we indicate how the initial influence of constructivist thought stemmed mainly from Piaget’s cognitive development psychology rather than from his epistemology. In this, we point to what in retrospect appears to be ineTitable distmtions in the interpretations of Piaget’s psychology due primarily to its interpretation in the framework of Cartesian epistemology. Second) we identify a preconstructivist revolution in research in mathematics education beginning in 1970 and proceeding on up to 1980. There were two subperiods in this decade separated by Ernst von Glasersfeld’s presentation of radical constructiTism to the Jean Piaget Society in Philadelphia in 1975. Third, we rnark the beginning of the constructivist revolution in mathematics education research by the publication of two important papers in the JRME (Richards & van Glasersfeld, 1980; van Glasersfeld, 1981). Fomth, we indicate how the constructivist revolution in mathematics education research served as a period of preparation for the reform movement that is currently underway in school mathematics.