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