9 Heinrich Bauersfeld IDM of Universitat BielefeldAn analysis that views classroom processes like the realization or living
of a culture has at least to employ both psychological and sociological
perspectives. Although fundamentally constructivist approaches exist in
both disciplines, the task of integrating these different perspectives for
mathematics education still seems to be underdeveloped. In an ongoing
project, "The Social Formation of Mathematical Learning Processes,"
related attempts have been made based on the interpretation of video
documents from elementary mathematics classrooms. The analyses have
led to a challenging reinterpretation of
The Structuring of the Structures:
Development and Function of
Mathematizing as a Social Practice
|• ||the expectations related to "discovery learning"|
|• ||the functioning of usual "visualizations" (didactical means and
The discussion refers to many classroom examples, and gives an outlook
onto alternative classroom approaches.
The initial statement "I am a constructivist" has becoming a kind of
an academic lip service in many disciplines. Consequent and radical
application of this fundamental epistemological principle--although
wanted--appears to be much rarer, at least in mathematics education.
The serious adoption of the principle for the theoretical modeling of
learning and teaching processes in mathematics indeed leads to a radical
Questia, a part of Gale, Cengage Learning. www.questia.com
Book title: Constructivism in Education.
Contributors: Leslie P. Steffe - Editor, Jerry Gale - Editor.
Publisher: Lawrence Erlbaum Associates.
Place of publication: Hillsdale, NJ.
Publication year: 1995.
Page number: 137.
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