Intersubjectivity in Mathematics Learning: A Challenge to the Radical Constructivist Paradigm?.

Lerman, Stephen

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Peer reviewed

ERIC Number: EJ522093

Record Type: Journal

Publication Date: 1996

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ISSN: ISSN-0021-8251

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Intersubjectivity in Mathematics Learning: A Challenge to the Radical Constructivist Paradigm?

Lerman, Stephen

Journal for Research in Mathematics Education, v27 n2 p133-50 Mar 1996

Discusses intersubjectivity and examines limitations of radical constructivism. Compares Piaget's positioning of the individual in relation to social life with that of Vygotsky in support of the claim that radical constructivism does not offer enough as an explanation of children's learning of mathematics. (Author/MKR)

Descriptors: Constructivism (Learning), Elementary Secondary Education, Learning Theories, Mathematics Education

Publication Type: Opinion Papers; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

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