Janvier C. (1996) Constructivism and its consequences for training teachers. In: Steffe L. P., Nesher P., Cobb P., Goldin G. A. & Greer B. (eds.) Theories of mathematical learning. Lawrence Erlbaum, Hillsdale NJ: 449–463.
Janvier C.
(
1996)
Constructivism and its consequences for training teachers.
In: Steffe L. P., Nesher P., Cobb P., Goldin G. A. & Greer B. (eds.) Theories of mathematical learning. Lawrence Erlbaum, Hillsdale NJ: 449–463.
The aim of this chapter is to examine the consequences of constructivism for the training of secondary level mathematics teachers, In the first section, 1 expose my understanding of what constructivism is. This enables me to draw inferences for teaching. It is argued that constructivism is only concerned with learning and not with teaching. As a consequence, it is only possible to specify constructivist conditions that must be respected in order to make “good” learning happen. These conditions lead us, in the next section, to the objectives that constructivism suggests for teachers’ training. At this point, the stage is set to proceed to a fair description of the intricate web of cognitive processes underlying the training of teachers who, in short, are taught to learn about learning and teaching. In the final section, I present and analyze the constructivist content and objectives of a few training/learning activities that my colleagues and I, at Université du Quebec a Montreal (UQAM), have been developing over the last few years in our pro-gram.
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