Publication 5935

Confrey J. (1998) Voice and perspective: hearing epistemological innovation in students’ words. In: Larochelle M., Bednarz N. & Garrison J. (eds.) Constructivism and education. Cambridge University Press, New York NY: 104–120.
Excerpt: In this chapter, I have argued that radical constructivist interpretations of constructivism differ from other interpretations in that radical constructivism is an epistemological theory based in viability. It is suggested that viability commits one to the expectation of and support for diversity in the classroom. Moreover, it obliges the radical constructivist to also reinterpret the mathematical meaning of concepts in light of the students’ inventions. To do this effectively, the radical constructivist must learn techniques of close listening and follow these by the articulation of student voice and the examination of the changes in his or her own perspective. It is the “voice-perspective” relationship which makes radical constructivism capable of deep reform in mathematics instruction.
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