A Constructivist Alternative to the Representational View of Mind in Mathematics Education

Cobb, Paul; Yackel, Erna; Wood, Terry

doi:10.2307/749161

Cited by 389 publications

(223 citation statements)

References 40 publications

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“…It would be superficially easy to assume that situated learning follows Beckett and Hager (2002), in adopting an embodied view, but the reality is more complex. Much of the situated learning theorising originated in attempts to understand why school pupils in America and Europe struggled to understand mathematics and science (Lave 1988;Engeström 1991;Cobb et al 1992). That is, at the heart of both sides of the cognitive versus situated learning debate, issues of thought, knowledge and understanding, of cognition, remain dominant.…”

Section: The Cognitive Versus Situated Learning Debatementioning

confidence: 99%

Understanding Learning Culturally: Overcoming the Dualism Between Social and Individual Views of Learning

Hodkinson

Biesta

James

2008

Vocations and Learning

305

267

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This paper identifies limitations within the current literature on understanding learning. Overcoming these limitations entails replacing dualist views of learning as either individual or social, by using a theory of learning cultures and a cultural theory of learning, which articulate with each other. To do this, we argue that it is possible and indeed necessary to combine major elements of participatory or situated views of learning with elements of Deweyan embodied construction. Bourdieu's concepts of habitus and field are used to achieve this purpose, together with the use of 'becoming' as a metaphor to help understand learning more holistically. This theorizing has a predominantly heuristic purpose, and we argue that it enables researchers to better explain data. We also suggest that a cultural approach of the sort proposed here leads toward the asking of better questions about learning and its improvement and has high practical significance.

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Section: The Cognitive Versus Situated Learning Debatementioning

confidence: 99%

Understanding Learning Culturally: Overcoming the Dualism Between Social and Individual Views of Learning

Hodkinson

Biesta

James

2008

Vocations and Learning

305

267

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“…Rather than taking representation as the initial basis for explaining meaning, Brandom takes social reasoning practices as the starting point. His philosophy is in line with a long tradition of anti-representationalist philosophy, which has also influenced educational theory (e.g., Cobb et al 1992). Put simply, a concept for Brandom is not a representation of, say, a class of referents, but the norm governing the use of the concept.…”

Section: Inferentialismmentioning

confidence: 77%

Discovery learning: zombie, phoenix, or elephant?

Bakker

2018

Instr Sci

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Discovery learning continues to be a topic of heated debate. It has been called a zombie, and this special issue raises the question whether it may be a phoenix arising from the ashes to which the topic was burnt. However, in this commentary I propose it is more like an elephant-a huge topic approached by many people who address different aspects. What is needed in the discussion about discovery learning and related approaches, I argue, is sublation: the kind of lifting up from the one-dimensional discussion between two extremes (minimal guidance vs. instruction) that puts an end to the everlasting tug of war by integrating justified concerns from both opposite positions. I evaluate how the different contributions to the special issue help to sublate the discussion about discovery learning to a higher level. In particular, the case study presented by Trninic illustrates how strong guidance and repetition may be needed for the discovery of something that cannot be told. I further suggest scaffolding, inferentialism, and design research as potential theoretical and methodological ways forward.

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“…The EMU intervention approach is based on a social constructivist view of learning (Cobb et al 1992) and the principle that all children can learn mathematics given access to the necessary resources, environment, and teaching. This view contrasts with many intervention approaches that consider mathematics learning difficulties from a medical or psychological paradigm rather than as a social construct.…”

Section: The Extending Mathematical Understanding (Emu) Intervention mentioning

confidence: 99%

Invited Lectures from the 13th International Congress on Mathematical Education

et al. 2018

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A Constructivist Alternative to the Representational View of Mind in Mathematics Education

Cited by 389 publications

References 40 publications

Understanding Learning Culturally: Overcoming the Dualism Between Social and Individual Views of Learning

Understanding Learning Culturally: Overcoming the Dualism Between Social and Individual Views of Learning

Discovery learning: zombie, phoenix, or elephant?

Invited Lectures from the 13th International Congress on Mathematical Education

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