Showing papers on "Social constructivism published in 1996"
01 Jan 1996
TL;DR: In the Zone of Proximal Development, Theory and Psychology as discussed by the authors, the concept of activity in Soviet psychology: Vygotsky, His Disciples and His Critics is discussed.
Abstract: N.J. Minick, The Development of Vygotsky's Thought: An Introduction, Thinking and speech. J.V. Wertsch, P.E. Tul'viste, L.S Vygotsky and Contemporary Developmental Psychology. J. Valsiner, R. Van der Veer, On the social Nature of Human Cognition: an Analysis of the Shared Intellectual Roots of George Herbert Mead and Lev Vygotsky Journal for the Theory of Social Behaviour. A. Kozulin, The Concept of Activity in Soviet psychology: Vygotsky, His Disciples and His Critics. J. A. Cheyne, D. Tarulli, Dialogue, Difference and the "Third Voice" in the Zone of Proximal Development, Theory and Psychology. J. Lave, E. Wenger, Practice, Person and Social World. Y. Engestroem, Non-scolae Sed Vitae Discimus: Toward Overcoming the Encapsulation of School Learning, Learning and Instruction. D. Bakhurst, Social Memory in Soviet Thought. M. Cole, Putting Culture in the Middle. M. Hedegaard, The Zone of Proximal Development as Basis for Instruction. C.D. Lee, Signifying in the Zone of Proximal Development. A. Sullivan Palinscar, Social Constructivist Perspectives on Teaching and Learning Annual Review of Psychology.
367 citations
TL;DR: In this paper, the authors focus on the theoretical underpinnings of social constructivism and multicultural education and the aspects of Social Constructivism that can provide frameworks for research in multicultural science education, a field of inquiry with constructs, methodologies and processes aimed at providing equitable opportunities for all students to learn quality science.
Abstract: This article focuses on (a) theoretical underpinnings of social constructivism and multicultural education and (b) aspects of social constructivism that can provide frameworks for research in multicultural science education. According to the author, multicultural science education is “a field of inquiry with constructs, methodologies, and processes aimed at providing equitable opportunities for all students to learn quality science.” Multicultural science education research continues to be influenced by class, culture, disability, ethnicity, gender, and different lifestyles; however, another appropriate epistemology for this area of research is social constructivism. The essence of social constructivism and its implications for multicultural science education research includes an understanding of whatever realities might be constructed by individuals from various cultural groups and how these realities can be reconstituted, if necessary, to include a scientific reality. Hence, multicultural science education should be a field of study in which many science education researchers are generating new knowledge. The author strives to persuade other researchers to expand their research and teaching efforts into multicultural science education, a blending of social constructivism with multicultural science education. This blending is illustrated in the final section of this article. © 1996 John Wiley & Sons, Inc.
241 citations
TL;DR: The authors reviewed theories and research in the social basis of cognitive development, and explored implications for schooling and teacher education, and outlined the role of teacher education in clarifying a vision of a social environment supportive to learning.
Abstract: Vygotsky's sociohistorical approach to cognitive development provides the underpinning for social constructivism. This article reviews theories and research in the social basis of cognitive development, and explores implications for schooling and teacher education. The work of Vygotsky is characterized by three themes: (1) the best way to understand mind is to look at how it changes; (2) higher mental functions have their origins in social activity; and (3) higher mental functions are mediated by tools and signs. Cognitive change can occur in the zone of proximal development given a shared purpose and focus, but the social environment of schools is often counterproductive. Promising directions and research programs are described which promote an interactive construction of knowledge within school classrooms. The role of teacher education is outlined in clarifying a vision of a social environment supportive to learning.
170 citations
TL;DR: The Learning in Science project as mentioned in this paper was a three-year research project carried out in New Zealand, where teachers were asked to make teachers use new teaching activities to take into account students' thinking, constructivist views of learning and alternative conceptions.
Abstract: This book reports on the findings of a three-year research project carried out in New Zealand. It documents the teacher development process for a group of science teachers that took part in the `Learning in Science project'. A main focus of this project was to make teachers use new teaching activities to take into account students' thinking, constructivist views of learning and alternative conceptions. The model of teacher development described in the book consists of an interrelated process of social, personal and professional development. It is based on a (mainly) social constructivist view of learning as teacher development. This choice is extensively discussed. Two research findings that informed the model as well as the view of learning are presented as `feeling better about myself as a teacher' and as `better learning'. Both are factors that helped teacher development to take place, the first meaning that teachers reported that they were `more like the teachers they would like to be' and that `they felt better about themselves as teachers' as a result of changing their teaching activities. The second factor means that, in their opinion, `better learning' occurred during their lessons. Feedback, support and reflection are reported as important mechanisms to let development occur. One aspect of the personal development that is part of teacher development is the managing of feelings associated with changing classroom activities and beliefs about science education. Data from the research project related to this aspect are reported. A particular activity that turned out to be effective for teacher development was the use of anecdotes. Finally, teacher development is discussed within a broader contemporary theoretical context. This book reports, without doubt, about an interesting and important project: how to change science classrooms so that better learning may take place. If this problem has a solution, science teachers are certainly at the heart of it, as well as the question of how to enable them to do so. So, the question of science teacher development certainly needs careful consideration and this book reports many relevant insights. Having said this, I also felt some disappointment after having read it. The book describes a rather general model of teacher development, related to rather general theoretical considerations about constructivist views of learning and, in my opinion, to a typically British piece of intellectual policy-context discussion that does not really fit in with the project description. This may make the book interesting reading for researchers in education, but the science educator and science teacher trainer, let alone the science teacher, would have been better served, I think, by a more detailed description of what has been done in the project itself: which science teaching activities and science teacher development activities lead to which better science learning and to which science teacher development and why. By not reporting the practice on which the theory is built, at least not in this book, the putting into practice of that theory by others becomes an unnecessarily difficult task. The more so as it is not at all self-evident what practices may be implied by too frequently used terms like `(re)constructing' and `constructivism'.
138 citations
Book•
12 Dec 1996
TL;DR: A survey of the philosophy of science from positivism to social constructivism is presented in this article, with a focus on the ontological implications of science, using immunology as a source of descriptive examples, thus providing lively illustrations from a life science with universal appeal.
Abstract: A survey of the philosophy of science from positivism to social constructivism, this book focuses on the ontological implications of science. An innovative feature is the author's use of immunology as a source of descriptive examples, thus providing lively illustrations from a life science with universal appeal and allowing continuity throughout this volume. The coverage of Quinean holism and supervenience clarify concepts which have been often misunderstood, while the discussion of the Kuhnian model of science rectifies the distortions it underwent due to misuse in the past. Feminist and nonfeminist concepts of science, as well as social constructivist models are thoroughly investigated by Klee. The text includes a glossary defining over eighty key terms.
118 citations
TL;DR: This paper found that teachers' knowledge about teaching and their educational situations grow when they are engaged collaboratively with other teachers in inquiry on their own practice, such as anecdote telling, trying out of ideas, and systematic inquiry.
Abstract: This article reports on a study of physics teachers engaged in collaborative action research. The purpose of the study was to examine and identify ways that teachers' knowledge about teaching and their educational situations grow when they are engaged collaboratively with other teachers in inquiry on their own practice. Individualist and social constructivist perspective were used to design the study and to collect and analyze data. Data sources included interviews of the teachers, classroom observations, transcripts of the collaborative action research meetings, and teachers' writing. The guiding methodology was naturalistic inquiry, and data were analyzed through the development of grounded theory to construct coding categories. A case study was written using the analysis. It was found that three mechanisms were used by the teachers to generate and share knowledge and understanding about their practices. This enhancement of normal practice includes anecdote telling, the trying out of ideas, and systematic inquiry. A second finding was that teachers' knowledge and understanding can grow through authentic being-in-the-world and through enhanced normal practice. The study suggests that if each of the mechanisms of enhanced normal practice is seen to be a legitimate form of research, then action research can be embedded in teachers' practice, and can then play an important role in teacher education and the reform of science education. © 1996 John Wiley & Sons, Inc.
112 citations
TL;DR: In this paper, the authors focus on those scientific practices that produce particular scientific representations of the world, rather than post-modern critiques of representation, so easily dismissed as simply 'anti-science'.
Abstract: Whereas discussions in human geography about the social construction of scientific knowledge have focused on theoretical discussions of representation, sociologists of scientific knowledge have made close empirical studies of the practices by which scientific representations are actually produced. Their social constructivism is much more convincing but it too has become mired in epistemological discussions of representation per se. Such debates depend upon the great modern divide between nature and society. By turning away from these dualisms, it might be possible to think through the anxieties about science, knowledge and nature raised by social constructivism. Attention to those scientific practices producing particular scientific representations of the world promises a much more effective critique of science than postmodern critiques of representation, so easily dismissed as simply 'anti-science'.
110 citations
TL;DR: In this paper, the authors present findings from an analysis of fifth graders' classroom discussions aimed at constructing shared knowledge on biological and ecological topics and demonstrate how students build up new concepts by renegotiating and sharing meanings and ideas during lively, argumentative exchanges.
Abstract: This descriptive paper presents findings from an analysis of fifth graders’ classroom discussions aimed at constructing shared knowledge on biological and ecological topics. A Vygotskian frame of reference was used that assumes reasoning in children is externalized through discussing and reasoning with others. This analysis of peer discourse‐reasoning was developed in a “social constructivist learning community” characterized by collaboration, public sharing, and revision of ideas. The argumentative operations and the epistemic operations activated by the students while reasoning and arguing have been illustrated in detail. These classroom discussions demonstrate how students build up new concepts by renegotiating and sharing meanings and ideas during lively, argumentative exchanges. These discussions also indicate the cognitive procedures activated to make sense of the new knowledge, that is, the main thinking actions needed to be engaged in a deep scientific understanding. The data suggest that collabor...
80 citations
TL;DR: In this article, the authors argue that constructivism is a liberal discourse which valorises the individual construction of meaning and ignores the social and political contexts in which mathematical knowledge is located.
Abstract: Using the theoretical tools offered through the writings of Pierre Bourdieu, this paper develops a critique of constructivism. Constructivism has assumed a dominance with the field of mathematics education but, as an epistemology, it ignores the social implications of the construction of meaning. It is argued that constructivism is a liberal discourse which valorises the individual construction of meaning. In doing this, the social and political contexts in which mathematical knowledge is located is ignored and the marginalisation of many social and cultural groups is legitimated.
74 citations
43 citations
TL;DR: In this paper, the authors compare and contrast knowledge produced by persons whose own gendered embodiment is outside binary gender/sex categories and whose moral agency is erased by theories depicting them as exceptions to a binary-based scheme.
Abstract: Academic psychologists' treatment of `sex' as an ahistorical, pretheoretical notion in theories of `gender' is compared and contrasted with knowledge produced by persons whose own gendered embodiment is outside binary gender/sex categories and whose moral agency is erased by theories depicting them as exceptions to a binary-based scheme. This latter knowledge, emerging from an activist community's reflections on its own personal/political praxis in relation to dominant social institutions and ideologies, has selectively incorporated, challenged and transformed gender/sex discourses in significant segments of medicine and academic disciplines other than psychology. Psychological theories continue to reproduce binary categories (and practices organized around them), in part because they incorporate only some of the implications of a social constructivist perspective, and in part because psychologists seem to theorize gender/sex in isolation from other knowledge-producing communities.
TL;DR: The authors identify sources of confusion among interpretations off information processing, cognitive constructivist, social constructivist and sociocultural approaches to understand classroom learning and suggest different ways of setting up learning environments.
Abstract: Sources of confusion are identified among interpretations off information-processing, cognitive constructivist, social constructivist, and sociocultural approaches to understanding classroom learning. Attention to subtle differences among perspectives indicates areas in which particular approaches provide more incisive understanding of different aspects of classroom learning and suggest different ways of setting up learning environments. Several alternative research paradigms are suggested to gain a deeper understanding of the underlying processes and the broad contexts that support or constrain classroom learning.
TL;DR: In this article, the authors use the phrase two-person psychology to describe, explain, and label a new paradigm for psychoanalytic research. And they suggest that both the ongoing struggle to define this paradigm and the proliferation of names for it are due to the fact that any viable psychoanalistic paradigm must address issues at least at three levels of discourse: the developmental (the origin of self and object representations), the ontological (the essentials of human nature), and the epistemological (on what basis and in what ways can we claim to know anything about anyone
Abstract: With the breakdown of the hegemonic hold of ego psychology on American psychoanalysis, we have been groping for ways to describe, explain, and label a new paradigm. A variety of terms have been offered, including participant observation, social constructivism, and intersubjectivity. In this paper, I use the phrase two‐person psychology to embrace all these dimensions of the new paradigm. I suggest that both the ongoing struggle to define this paradigm and the proliferation of names for it are due to the fact that any viable psychoanalytic paradigm must address issues at least at three levels of discourse: the developmental (the origin of self and object representations), the ontological (the essentials of human nature), and the epistemological (on what basis and in what ways can we claim to know anything about anyone's unconscious psychology, including our own?). Perhaps the most widely recognized part of the one‐person versus two‐person dichotomy is the developmental component. At the developmental level...
TL;DR: The term "co-constructionism" is becoming increasingly used in contemporaiy developmental psychology and its major function is to unify two conceptual domains - constructionism and sociogeneticism - that have been habitually viewed as if they were irreconcilable opposites as mentioned in this paper.
Book•
24 Sep 1996
TL;DR: Conversations about Psychology and Sexual Orientation as discussed by the authors explores the implications for psychology of both essentialist and social constructionist understandings of sexual orientation, which undergirds psychological theory and research as well as clinical practice and applications of psychology to public policy issues.
Abstract: Psychology's approach to sexual orientation has long had its foundation in essentialism, which undergirds psychological theory and research as well as clinical practice and applications of psychology to public policy issues. It is only recently that psychology as a discipline has begun to entertain social constructivism as an alternative approach. Based on the belief that thoughtful dialogue can engender positive change, Conversations about Psychology and Sexual Orientation explores the implications for psychology of both essentialist and social constructionist understandings of sexual orientation. The book opens with an introduction presenting basic theoretical frameworks, followed by three application sections dealing with clinical practice, research and theory, and public policy. In each, the discussion takes the form of a conversation, as the authors first consider essentialist and constructionist approaches to the topic at hand. These thoughts, in turn, are followed by responses from distinguished scholars chosen for their expertise in a particular area. By providing an array of comments and thoughtful responses to topics surrounding psychology's approaches to sexual orientation, this valuable study sheds new light on the contrasting views held in the field and the ways in which essentialist and constructionist understandings may be applied to specific practices and policies.
01 Jan 1996
TL;DR: Two different didactic strategies for the initiation of preschool children into the physical sciences are presented in this paper, one based on piagetian constructivism and the second based on social constructivism.
Abstract: Two different didactic strategies for the initiation of preschool children into the physical sciences are presented. The first strategy is based on piagetian constructivism and the second on social constructivism. Once the basic theoretical and methodological prerequisites for the development of suitable activities from the physical sciences are analysed, then two examples are given. The first one concerns the discovery of the basic magnetic properties and the other concerns the understanding of the formation of shadows.
TL;DR: This article reported the results of a series of peer group discussions with adolescent parents enrolled in a family literacy program, where the purpose of these discussions was to provide opportunities for learners to critically reflect on their goals and their literacy strengths and needs, as well as their needs for their children.
Abstract: Pursued from a social-constructivist perspective, this study reports the results of a series of peer group discussions with adolescent parents enrolled in a family literacy program. The purpose of these discussions was to provide opportunities for learners to critically reflect on their goals and their literacy strengths and needs, as well as their needs for their children. We engaged a total of 18 adolescent mothers in 1-hour discussion sessions of multicultural children's literature books. Analysis of the conversations indicated that literacy was seen as important because it served as a tool to address economic and social concerns. Parents' goals for themselves focused on independence, being a role model to their children, and self-respect. For their children, they wished to convey a sense of cultural pride, independence from peer pressure, and a "gift of childhood" The social aspects of the discussions seemed to strengthen and expand the possibilities for meaningful interaction between parents, creating a space for discourses which included their shared realities. It is suggested that family literacy programs should build on these issues and be context specific, working collaboratively with participants to create new visions that challenge the status quo.
TL;DR: This paper explored two major variants of social constructivism for children's learning, i.e., social constructionivism and social co-evolution, in the context of children's education.
Abstract: The term social constructivism is used in many descriptions of children's learning. The meanings applied to this term vary from author to author. This paper explores two major variants of social co...
TL;DR: This article conducted a longitudinal study with a selected group of second-career beginning teachers and found that the school district's prescribed curriculum, the district's practice of homogeneously grouping students, and teachers' beliefs about curriculum collectively shaped their practical philosophies and influenced their ability to make a personal...
Abstract: In this article I report one phase of a longitudinal research study associated with a selected group of second-career beginning teachers. Grounded in the perspectives of personal practical knowledge and social constructivism, the purposes of this study were to explore how beginning teachers develop personal philosophies for their classroom curriculum, and to examine how these philosophies were shaped by prior experiences and by the curriculum that was prescribed by their school district. Using methods consistent with the research program of personal practical knowledge, I studied factors that influenced how two English teachers and two science teachers constructed personal philosophies for their classroom curriculum. From the year-long study, I discovered that the school district's prescribed curriculum, the district's practice of homogeneously grouping students, and teachers' beliefs about curriculum collectively shaped their practical philosophies and influenced their ability to make a personal ...
01 Jan 1996
TL;DR: The rationale for grounding cognitive and educational research on a social foundation provides the motivation for developing MIND BRIDGES, a computer-based, distributed, multimedia learning environment for collaborative knowledge building.
Abstract: Recent work in the fields of cognition and education has drawn attention to the benefits of attempting to understand cognition from a social constructivist viewpoint and facilitating students' learning through computer-supported collaboration. This paper outlines the rationale for grounding cognitive and educational research on a social foundation. This rationale, in turn, provides the motivation for developing MIND BRIDGES, a computer-based, distributed, multimedia learning environment for collaborative knowledge building. MIND BRIDGES features media-rich support for students' articulations in both a local area network computing environment as well as a client-server computing environment using TCP/IP. The current version of the system is described by means of an illustrative example so as to suggest the kind of collaborative knowledge building that students can engage in through the use of MIND BRIDGES.
Book•
01 Jan 1996
TL;DR: In this paper, the authors present key features as well as strengths and limitations of various frameworks for understanding classroom learning and highlight the contributions of these approaches for understanding learning and the limitations of these frameworks.
Abstract: Over the past decade, a number of "new" conceptualizations of learning have entered the literature. These include various forms of constructivism such as "cognitive constructivism" and "social constructivism" as well as "sociocultural approaches" to learning. Unfortunately, differences "among" these approaches, in addition to differences "between" these approaches and more familiar cognitive psychological and information-processing frameworks have sometimes been blurred or misconstrued as those attempting to understand the new have incorporated aspects of these approaches into their previously held conceptualizations without adequately distinguishing subtle, but critical, differences. The purposes of this special issue are to shed greater light on differences among new and familiar approaches to understanding classroom learning and to highlight the contributions to and limitations of these approaches for understanding classroom learning. To achieve these purposes, contributors were asked to present key features as well as strengths and limitations of various frameworks for understanding classroom learning. These articles represent the current -- though often fluid -- thinking in the ongoing process of evolving knowledge about classroom learning.
Journal Article•
TL;DR: In this paper, a distinction is made between radical and social constructivism, and the central argument of this paper is that the overemphasis of the personal construct theory and the almost dismissive attitude towards language inherent in radical constructivism has to a great extent, the effect of mvstifying the teaching/learning process.
Abstract: This paper looks at constructivism and its practical implications. A distinction is made between radical and social constructivism. This distiction is made because to a practitioner who includes the induction of the learner into existing discourses in his/her role as a teacher, radical constructivist descriptionptions of communication are unsatisfactory. On the other hand. the social constructivist thesis which takes seriously the role of others in the cognitive development of the individual has much more to offer to the practitioner. The central argument of this paper is that the overemphasis of the personal construct theory and the almost dismissive attitude towards language inherent in radical constructivism has to a great extent, the effect of mvstifying the teaching/learning process.
01 Jan 1996
TL;DR: In the context of early childhood mathematics education, Renshawe and Cobb as mentioned in this paper discussed the importance of genetic epistemology in sociocultural theory and explored the consequences of doing so.
Abstract: The caption that I have chosen for my discussion of the papers by Peter Renshaw and Paul Cobb is particularly relevant because it encapsulates much of what I want to say. Both authors emphasize that socio-cultural theory, whatever its form, has come to the fore in early childhood mathematics education. Renshaw provides an excellent overview of Vygotsky’s socio-cultural theory and how it has influenced mathematics education at the Academy of Pedagogical Sciences in Moscow, and Cobb provides an equally insightful comparison and contrast of Soviet Activity Theory and social constructivism. Rather than attempt to carry on with comparing and contrasting the two theories, my goal is to bring Piaget’s genetic epistemology squarely into sociocultural theory and to explore the consequences of doing so. Piaget based his genetic epistemology on interaction as a hard core principle, so in my view it is unnecessary to keep genetic epistemology and sociocultural theory separate as we create our visions of what early childhood mathematics might be like. In fact, I believe that including Piaget’s genetic epistemology in sociocultural theory is especially important in the context of early childhood mathematics education.
Journal Article•
TL;DR: In this paper, a cultural constructivism for education as culture-in-the-making is presented, with some examples of relevant practice from both in-and out-of-school learning in indigenous contexts.
Abstract: Human development in a cultural negotiation perspective is a theoretical, not merely a descriptive, stance. As have others, the author finds encounters with indigenous life to open up understandings of the cultural nature of human development obscured by formal instructional settings. Examples of both in- and out-of-school learning in indigenous contexts demonstrate the blurring of learning-teaching roles in joint endeavors embedded in relationship, the significance of right context, and the seriousness of integrated personal and cultural /developmental goals or future pictures. Beyond current individualistic models of cognitive or social constructivism, a cultural constructivism - education as culture-in-themaking - is presented. Indigenous lessons support the movement from an intrapsychic, positivistic, and normative cognitive psychology to a contextualized/situated, interpretive/intentional, and participatory /constructivist cultural psychology of human development. A shift in conceptualizing teachers' roles, from primarily instructors and evaluators to focal cultural negotiators, is proposed, with some examples of relevant practice.
TL;DR: The transition from the modern period of science, characterized by the positivist view, to the current postmodern period, which is characterized here in terms of critical realism and social constructivism, is described in this article.
Abstract: An overview of recent developments in thinking about science, scientific knowledge, and research, in particular as related to research in medical education, is presented. This article describes the transition from the modern period of science, characterized by the positivist view, to the current postmodern period, which is characterized here in terms of critical realism and social constructivism. Critical realism and social constructivism reflect postmodern thought, by emphasizing that scientific knowledge is a human, social construction based on judgment and interpretation, rather than absolute truth about a perfectly knowable external reality. The implications of the postmodern view for research in medical education, including qualitative research, are considered.
TL;DR: The relationship between agent, author, and matters of fact in the doctrine and practice of classical empiricism is discussed in this article. But the focus of this paper is on the relationship between the agent, the author and the fact.
Abstract: This study concerns the relationship between agent, author, and matters of fact in the doctrine and practice of classical empiricism. More particularly, it aims to provide a tentative answer to the following questions: how were empirical facts originally considered the principal object of scientific research and communication? What were the images of human conduct and the ethical codes which accompanied the rise of the fact as the prime object of human understanding? What rhetorical sources were originally deployed for the purpose of the communication of scientific factual knowledge? The historical study of empiricism provides a critical perspective on positivism on the one hand, and social constructivism on the other. It yields important insights into the linkage between experience and intentionality and its role in establishing trust in collective processes of learning.
TL;DR: In the closing session of the 1991 conference of the Society for Philosophy and Technology, which took place in Puerto Rico, Langdon Winner gave the audience a very interesting and somewhat provocative address on recent work in Social Studies of Technology focusing mainly on the so-called social constructivist view.
Abstract: During the closing session of the 1991 conference of the Society for Philosophy and Technology, which took place in Puerto Rico, Langdon Winner gave the audience a very interesting and somewhat provocative address on recent work in Social Studies of Technology, focusing mainly on the so-called social constructivist view. This new area of study has emerged during the last decade and has become a very active field of research on technology, involving the work of sociologists, historians, and philosophers of technology. It is quite obvious that some of the main notions and claims made by this new school undermine the standard view of technology, dominant in former approaches and in several fields. Winner starts his article by saying that "to ignore the central claims of this important school of thought . . . would be to overlook an important challenge" (Winner, 1991: 505). The ending remarks of his work, in contrast, seem to give us the opposite advice. Something like: do not spend much time reading their stuff and do not follow their path. What follows is a critical—although quick—examination of the argumentation that leads Winner to such a negative conclusion. I will not deal with all the issues mentioned by him, but only with the ones I consider more important. I do not think, for instance, that the accusations made against social constructivism of being too disrespectful to the old "popes" of technology studies, or too theoretically imperialistic, are worthy of an answer.
01 Jan 1996
TL;DR: The papers in this book originated in the meetings of a Working Group at the seventh International Congress on Mathematica Education held in Quebec, Canada, in 1992 as discussed by the authors, which called for an examination and discussion of the factors that interact with children's development of mathematical concepts.
Abstract: The papers in this book originated in the meetings of a Working Group at the seventh International Congress on Mathematica Education held in Quebec, Canada, in 1992. The title of the Working Group was Formation of eleme tary mathemati cal concepts at the primary level, a title determined by the International Committee for the congress. We interpreted the title as calling for an examination and discussion of the factors that interact with children’s development of mathematical concepts