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

1996 ◽  
Vol 27 (2) ◽  
pp. 133-150
Author(s):  
Stephen Lerman
Keyword(s):  
Social Constructivism ◽  
Social Life ◽  
Theoretical Orientation ◽  
Mathematics Learning ◽  
Radical Constructivism ◽  
Children’S Learning ◽  
Education Community ◽  
Radical Constructivist ◽  
The Individual ◽  
Children's Learning

Radical constructivism is currently a major, if not the dominant, theoretical orientation in the mathematics education community, in relation to children's learning. There are, however, aspects of children's learning that are challenges to this perspective, and what appears to be “at least temporary states of intersubjectivity” (Cobb, Wood, & Yackel, 1991, p. 162) in the classroom is one such challenge. In this paper I discuss intersubjectivity and through it offer an examination of the limitations of the radical constructivist perspective. I suggest that the extension of radical constructivism toward a social constructivism, in an attempt to incorporate intersubjectivity, leads to an incoherent theory of learning. A comparison of Piaget's positioning of the individual in relation to social life with that of Vygotsky and his followers is offered, in support of the claim that radical constructivism does not offer enough as an explanation of children's learning of mathematics.

scholarly journals The Constructivist Approach: Radical and Social Constructivism in the Relationship by Using the Implementation Career Level on the Vocational Education

2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Haryadi Haryadi ◽  
Iskandar Iskandar ◽  
Dicky Nofriansyah
Keyword(s):  
Social Interaction ◽  
Vocational Education ◽  
Social Constructivism ◽  
Field Work ◽  
Constructivist Approach ◽  
Radical Constructivism ◽  
The Social ◽  
Individual Knowledge ◽  
The Individual ◽  
The Relationship

Vocational education is oriented to the secondary educational in which focusing on the development of the student in order to be ready to work professionally and ready to improve their self-potential, in particular, field work. The aim of this paper is to analyze the constructivist approach to vocational education, the relationship between radical and social constructivist and the implementation of the career level on the voced. The result of this discussion to explain the relationship between radical constructivism and social constructivism is viewed the strong abilities. Radical constructivism related the construction mental structure and meaning by individual. After studying, the social constructivism is more focused the social interaction than the individual knowledge construction, the stressing of construction is shown about the meaning in the social interaction activities. Implementation would be successful about the career in the vocational education and needed the educators to make an active facilitator, particularly to guide the students by question with their assumptions and trained the students by reconstructing the new meaning of knowledge, so that students can be a good career.

The Sleep of Reason Produces Monsters: How and When Biased Input Shapes Mathematics Learning

2020 ◽  
Vol 2 (1) ◽  
pp. 413-435
Author(s):  
Robert S. Siegler ◽  
Soo-hyun Im ◽  
Lauren K. Schiller ◽  
Jing Tian ◽  
David W. Braithwaite
Keyword(s):  
Computer Simulations ◽  
Conceptual Knowledge ◽  
Mathematics Learning ◽  
Arithmetic Operations ◽  
Mathematical Performance ◽  
Children’S Learning ◽  
Whole Number ◽  
Whole Number Arithmetic ◽  
Children's Learning

Children's failure to reason often leads to their mathematical performance being shaped by spurious associations from problem input and overgeneralization of inapplicable procedures rather than by whether answers and procedures make sense. In particular, imbalanced distributions of problems, particularly in textbooks, lead children to create spurious associations between arithmetic operations and the numbers they combine; when conceptual knowledge is absent, these spurious associations contribute to the implausible answers, flawed strategies, and violations of principles characteristic of children's mathematics in many areas. To illustrate mechanisms that create flawed strategies in some areas but not others, we contrast computer simulations of fraction and whole number arithmetic. Most of their mechanisms are similar, but the model of fraction arithmetic lacks conceptual knowledge that precludes strategies that violate basic mathematical principles. Presentingbalanced problem distributions and inculcating conceptual knowledge for distinguishing flawed from legitimate strategies are promising means for improving children's learning.

scholarly journals Feasibility and initial psychometric properties of the Observe, Reflect, Improve Children’s Learning Tool (ORICL) for Early Childhood Services: A tool for building capacity in infant and toddler educators

2021 ◽  
Author(s):  
Kate Williams ◽  
Magdalena Janus ◽  
Linda Harrison ◽  
Sandie Wong ◽  
Sheena Elwick ◽  
...  
Keyword(s):  
Early Childhood ◽  
Psychometric Properties ◽  
Rating Scale ◽  
Service Providers ◽  
Well Being ◽  
Pedagogical Practice ◽  
Learning Tool ◽  
Children’S Learning ◽  
The Individual ◽  
Children's Learning

Child observation is a critical component of quality pedagogical practice in early childhood education and care (ECEC). Yet there are very few tools that support educators to systematically undertake observations to better understand the individual experiences of very young children within ECEC services. The ORICL (Observe, Reflect, Improve Children’s Learning) tool was co-designed by ECEC experts, service providers and educators to be used for this purpose by educators working with children aged under three years. It is a unique 117-item educator report across five domains of learning and well-being that rates the experiences of individual children, and the responses of educators and peers to the child’s initiatives, actions and communications. This paper describes the first feasibility study of ORICL in 12 ECEC services across Australia with a focus on the quantitative child data collected, and early psychometric properties of the tool. ORICL records were provided by 21 educators for a total of 66 children. Findings suggest that the ORICL items can be readily observed and rated by educators for children aged under three years, the rating scale is appropriate, and there is early evidence to support the domain structure of the tool. Further research on the ways such a tool can provide useful data for both educators and researchers, and stimulate enhanced practice in infant-toddler ECEC, is warranted.

scholarly journals FAMILY EDUCATION THAT COMPREHEND INDIVIDUAL DIFFERENCES; DETERMINANTS OF CHILDREN’S LEARNING MOTIVATION IN THE COVID-19 PANDEMIC

2020 ◽  
Vol 14 (2) ◽  
pp. 109-124
Author(s):  
Rahmawati Darussyamsu ◽  
Neviyarni Suhaili
Keyword(s):  
Individual Differences ◽  
Learning Motivation ◽  
Family Education ◽  
Main Aspect ◽  
Negative Effects ◽  
Adequate Knowledge ◽  
Children’S Learning ◽  
Parental Treatment ◽  
The Individual ◽  
Children's Learning

The Covid-19 pandemic made a change in the learning process from offline to online. This has inevitable positive and negative effects from various aspects, such as learning objectives, students, educators, infrastructure, and the learning environment. All aspects of education that used to take place predominantly in schools are now all at home. Therefore, the key aspect of implementing education is now played by parents. But, the problem is, not all of parents have adequate knowledge about how to educate children and the psychological aspects that accompany it. The individual difference factor is the main aspect that determines children success in learning. This happens with the interaction between the accuracy of parental treatment that takes into account individual differences, thus making children motivated in learning. When the children’s learning motivation is good, the learning will take place effectively and make a meaningful contribution to the childs’ life. Thus, parents must strive for this achievement in order to get good results in children’s education even during the pandemic.

Review: Constructing the Individual Knower-A Review of Radical Constructivism

1997 ◽  
Vol 28 (1) ◽  
pp. 106-111
Author(s):  
Erick Smith
Keyword(s):  
Mathematics Education ◽  
Theoretical Model ◽  
Radical Constructivism ◽  
Education Community ◽  
Popular Movement ◽  
The Individual

For over 20 years, Ernst von Glasersfeld has eloquently and consistently described a theoretical model of the individual knower. In doing so, he has become one of the best-known contemporary educational theorists, particularly among the mathematics education community.1 In addition, as he states in the preface to his newest book, the name he gave to his approach, “radical constructivism,” has become a catch word among educators. Today it seems everyone is a constructivist and many attach the descriptor radical to their orientation. However, as with any popular movement, there are many interpretations, many critiques, and much passion associated with radical constructivism. Glasersfeld2 sees this volume as an opportunity to tell the whole story, or as he says, “to lay out the main constructivist ideas as I see them” (p. xiii).

Young Children's Construction of Knowledge

1996 ◽  
Vol 21 (4) ◽  
pp. 6-11 ◽  
Author(s):  
Sue Dockett ◽  
Bob Perry
Keyword(s):  
Young Children ◽  
Social Interactions ◽  
Social Constructivism ◽  
Shared Knowledge ◽  
Construction Of Knowledge ◽  
Children’S Learning ◽  
Children's Learning

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 constructivism — those derived from the work of Piaget and Vygotsky — and considers the implications of these approaches for the learning of young children. Differences and similarities between these two variants are analysed with reference to the roles of both children and adults. In particular, attention is given to the nature of social interactions and the importance of these in the construction of shared knowledge. While several differences are considered, it is concluded that the similarities between the approaches are of much greater importance to children's learning than these differences.

scholarly journals Penggunaan Media Kartu Angka Bergambar dalam Pembelajaran Anak Usia Dini Materi Pengenalan Angka dan Pengaruhnya Terhadap Motivasi Belajar

2019 ◽  
Vol 2 (1) ◽  
pp. 48-57
Author(s):  
Rokhima Rokhima ◽  
Siti Khotijah ◽  
Indah Sumartiningsih
Keyword(s):  
Early Childhood ◽  
Mathematics Learning ◽  
Learning Motivation ◽  
Learning Material ◽  
Learning Materials ◽  
Children’S Learning ◽  
Homogeneity Hypothesis ◽  
Early Childhood Learning ◽  
Recognition Learning ◽  
Children's Learning

The role of learning media is very large in achieving learning messages, namely teaching material. Learning media can provide reinforcement of the explanations delivered by the teacher. Picture numeric card media is a visual media that can be used in learning or function as a learning media. The use of pictorial number card media in the Early Childhood Education (PAUD) learning is very suitable because it is relevant to the style of learning that is learning while playing. One kind of kindergarten learning material is the introduction of numbers and simple counting operations that are part of elementary level mathematics learning. Submission of numerical recognition learning materials and simple counting operations can be done using specially designed numeric card media. The use of multiple number card media in learning in this study is to see the effect on children's learning motivation. This type of research is quantitative causality, which is to see the effect of using numeric card media on children's learning motivation. Because of the quantitative type, this study uses statistical calculations through the SPSS version 22.0 program which includes a prerequisite test for normality and homogeneity, hypothesis testing with partial tests or different tests (T test). The results of this study indicate the influence of multiple number card media on early childhood learning motivation in numerical recognition learning materials and simple count operations Al-Mahrus Integrated Kindergarten, Siti Khotijah 1 PAUD and TK Labschool IKIP PGRI Jember even semester 2018/2019 academic year.

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