Knowledge Construction: individual or social?

Mousley, Judith A. 2014, Knowledge Construction: individual or social?. In Gates, Peter and Jorgensen, Robyn (ed), Shifts in the field of mathematics education, Springer, Singapore, pp.151-170, doi: 10.1007/978-981-287-179-4_11.

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Title Knowledge Construction: individual or social?
Author(s) Mousley, Judith A.ORCID iD for Mousley, Judith A.
Title of book Shifts in the field of mathematics education
Editor(s) Gates, Peter
Jorgensen, Robyn
Publication date 2014
Chapter number 11
Total chapters 16
Start page 151
End page 170
Total pages 244
Publisher Springer
Place of Publication Singapore
Keyword(s) Education
Lerman, mathematics education, philosophy
Summary For many years, battles raged between those who saw knowledge as perception of a given reality and those who saw it as being constructed through rational activity. More recently, epistemological debates have focused on that activity being essentially individual or social. Initially, the International Group for the Psychology of Mathematics Education (PME) was heavily influenced by the idea that mathematical knowledge is constructed by individuals, and particularly by von Glasersfeld’s “radical” constructivism. The social constructivist thesis that mathematics is a social construction challenged this dominant notion, but Steve Lerman critiqued the “shared consciousness” interpretation of social constructivism and articulated the sociocultural idea of the centrality of social interactions. His influence led a strong turn to the social, with a focus on intersubjectivity in mathematical knowledge and mathematics learning. Steve not only challenged individual people’s ideas but also drew PME into a position where sociocultural and other poststructural theories are in regular use.
ISBN 9812871780
Language eng
DOI 10.1007/978-981-287-179-4_11
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category B1 Book chapter
Copyright notice ©2014, Springer
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School of Education
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