The underlying motive of the study discussed in this chapter is to understand how
intersubjectivity is established in mathematics classrooms, if the radical constructivist …

Four philosophies of learning are contrasted, namely 'simple'constructivism, radical
constructivism, enactivism and social constructivism. Their underlying explanatory …

In this chapter, our intention is to illustrate a view of learning and teaching elementary school
mathematics that is influenced both by constructivist perspectives on conceptual …

Philosophical positions and epistemological theories related to mathematics, such as
logicism, formalism, constructivism, structuralism, empiricism, have always had a significant …

In this paper we synthesize the theoretical model about mathematical cognition and
instruction that we have been developing in the past years, which provides conceptual and …

The basic assumption of this paper is that mathematics and history of mathematics are both
forms of knowledge and, therefore, represent different ways of knowing. This was also the …

In the last decade or two, the claim that mathematics learning is a social process can be
heard with such frequency that it became almost a cliché. And yet, those who declare their …

The whole notion of a'culture of the mathematics classroom'implies an acceptance of the
idea that mathematics exerts a unique influence on the context of classrooms in which the …

In this paper I sketch an embodied, cultural, and material conception of cognition and
discuss some of the implications for mathematics education. This approach, which I term …

New forms of mathematical knowledge are growing in importance for mathematics and
education, including tacit knowledge; knowledge of particulars, language and rhetoric in …