Volume 9 · Number 3 · Pages 433–435
Radical Constructivism in the Classroom: Tensions and Balances

Larry L. Hatfield

Download the full text in
PDF (78 kB)

> Citation > Similar > References > Add Comment

Abstract

Open peer commentary on the article “Learning How to Innovate as a Socio-epistemological Process of Co-creation: Towards a Constructivist Teaching Strategy for Innovation” by Markus F. Peschl, Gloria Bottaro, Martina Hartner-Tiefenthaler & Katharina Rötzer. Upshot: The aims of this commentary are to pose a few reactions to the design framework, enactment, and data and analyses of the reported investigation, and to offer additional overall perspectives on radical constructivism as a potential framework for classroom teaching (and specifically the teaching of school mathematics.

Citation

Hatfield L. L. (2014) Radical constructivism in the classroom: Tensions and balances. Constructivist Foundations 9(3): 433–435. http://constructivist.info/9/3/433

Export article citation data: Plain Text · BibTex · EndNote · Reference Manager (RIS)

Comments: 0

To stay informed about comments to this publication and post comments yourself, please log in first.