Publication 6636

Rowlands S. & Carson R. (2001) The contradictions in the constructivism discourse. Philosophy of Mathematics Education Journal 14: Article 9. Fulltext at https://cepa.info/6636
Excerpt: Education is to do with knowledge and any consideration as to what knowledge is has far reaching pedagogical implications. For example, if knowledge is nothing more than what is constructed by the individual, then the learner is never wrong – whatever has been constructed has made sense and whatever makes sense is knowledge! If truth is whatever the learner considers to be the case, then there is no body of knowledge, no ‘subject-matter’ that can be taught as such.

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