Publication 379

Norton A. (2010) Being radical. For the Learning of Mathematics 30(3): 23–24. Fulltext at
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.

Similar publications:

Log in to view a list of similar publications


The publication has not yet bookmarked in any reading list

You cannot bookmark this publication into a reading list because you are not member of any
Log in to create one.

There are currently no annotations

To add an annotation you need to log in first

Download statistics

Log in to view the download statistics for this publication
Export bibliographic details as: CF Format · APA · BibTex · EndNote · Harvard · MLA · Nature · RIS · Science