Publication 379

Norton A. (2010) Being radical. For the Learning of Mathematics 30(3): 23–24. Fulltext at https://cepa.info/379
This commentary responds to a criticism of constructivism by Wolff-Michael Roth, published in For the Learning of Mathematics 30(2). At times, Roth oversimplifies and mischaracterizes constructivist perspectives on learning while promoting embodied cognition as an alternative. I argue that a simple transposition of terms largely aligns his description of embodied mathematical objects with the constructivist conception of mathematical objects as interiorized action.

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