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30Authors’ Response: The M-N-L Framework: Bringing Radical Constructivist Theories to Daily Teaching PracticesConstructivist Foundations 12 (1): 83-90. 2016.Upshot: We seek to address several questions and statements made in the commentaries by elaborating on the four main aspects of the M-N-L framework. Before doing so, we discuss the issue of constructivist teaching in the context of schools. We conclude by hypothesizing on what would be lost in the M-N-L framework by taking constructivism out of the picture.
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19Negotiating Between Learner and Mathematics: A Conceptual Framework to Analyze Teacher Sensitivity Toward Constructivism in a Mathematics ClassroomConstructivist Foundations 12 (1): 59-69. 2016.Context: Constructivist teachers who find themselves working within an educational system that adopts a realist epistemology, may find themselves at odds with their own beliefs when they catch themselves paying closer attention to the knowledge authorities intend them to teach rather than the knowledge being constructed by their learners. Method: In the preliminary analysis of the mathematical learning of six low-performing Year 7 boys in a Maltese secondary school, whom one of us taught during …Read more
North Melbourne, Victoria, Australia
Areas of Interest
Metaphysics and Epistemology |
Value Theory |
Philosophical Traditions |
Other Academic Areas |