Publication 3875

Confrey J. (1994) A theory of intellectual development, Part I: Radical constructivism. For the Learning of Mathematics 14(3): 2–8. Fulltext at https://cepa.info/3875
Part 1 of a three-part article analyzing radical constructivism (as one interpretation of Piaget) and the socio-cultural perspective (as one interpretation of Vygotsky), including major principles, primary contributions to mathematics education, and potential limitations. Introduces an integration of the two theories through a feminist perspective.

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