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 materials--"embodiments")|
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