A Radical Constructivist View of Basic Mathematical Concepts
p. 5
Interaction and Children's Mathematics
p. 8
Radical Constructive Criticisms of Von Glasersfeld's Radical Constructivism
p. 33
Articulating Theories of Mathematics Learning
p. 41
Is Radical Constructivism Coherent?
p. 50
Social Constructivism and the Psychology of Mathematics Education
p. 62
Mathematics, Computers and People: Individual and Social Perspectives
p. 73
The Context of Cognition: the Challenge of Technology
p. 92
Psychology, Epistemology and Hermeneutics
p. 107
Another Psychology of Mathematics Education
p. 111
On Interpretation
p. 125
Potential Space and Mathematical Reality
p. 134
Towards a Hermeneutical Understanding of Mathematics and Mathematical Learning
p. 141
The Myth of Mathematics
p. 151
Enquiry in Mathematics Education
p. 171
The Problem of the Problem and Curriculum Fallacies
p. 175
Enquiry in Mathematics and in Mathematics Education
p. 190
Demystifying Mathematics Education Through Inquiry
p. 201
Reading to Learn Mathematics in the Primary Age Range
p. 215
History, Mathematics and Education
p. 237
The Idea of 'Revolution' as an Instrument for the Study of the Development of Mathematics and Its Application to Education
p. 241
Mathematical Practices, Anomalies and Classroom Communication Problems
p. 248
Notes on Contributors
p. 274
Index
p. 276
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