You are not logged in Log in


> About the Journal
> Board & Policies
> Guidelines for Authors
> Acknowledgment to Reviewers
> Constructivist Community: Authors
> Constructivist E-Paper Archive (CEPA)
> Call for Book Reviewers
> Frequently Asked Questions (FAQ)

LATEST ISSUES

Volume 16
Number 2
Number 1
Volume 15
Number 3
Number 2
Number 1
Volume 14
Number 3
Number 2
Number 1
Volume 13
Number 3
Number 2
Number 1
Volume 12
Number 3
Number 2
Number 1
Volume 11
Number 3
Number 2
Number 1
Volume 10
Number 3
Number 2
Number 1
Volume 9
Number 3
Number 2
Number 1
Volume 8
Number 3
Number 2
Number 1
Volume 7
Number 3
Number 2
Number 1
Volume 6
Number 3
Number 2
Number 1
Volume 5
Number 3
Number 2
Number 1
Volume 4
Number 3
Number 2
Number 1
Volume 3
Number 3
Number 2
Number 1
Volume 2
Numbers 2–3
Number 1
Volume 1
Number 3
Number 2
Number 1

FOLLOW US

Login to provide us with feedback
Issues ┆ Submit ┆ FAQ ┆ Index
Volume 13 · Number 1 · Pages 182–183
< Previous Paper · Next Paper >
Maths and Neurophenomenology

Hugh Gash

Log in download the full text in PDF

> Citation > Similar > References > Add Comment

Share on

Abstract

Open peer commentary on the article “From Problem Solving to Problem Posing, and from Strategies to Laying Down a Path in Solving: Taking Varela’s Ideas to Mathematics Education Research” by Jérôme Proulx & Jean-François Maheux. Upshot: The target article prioritises the emergence of pupils’ mathematical ideas. Other constructivist approaches have focussed on how teachers might act to facilitate pupils’ mathematical activity. How might teachers be helped to use Varela’s insights into the uncontrollable emergence of ideas while teaching in the context of dominant intentional problem-solving approaches?

Citation

Gash H. (2017) Maths and neurophenomenology. Constructivist Foundations 13(1): 182–183. http://constructivist.info/13/1/182

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

References

Borg P., Hewitt D. & Jones I. (2016) Negotiating between learner and mathematics: A conceptual framework to analyze teacher sensitivity toward constructivism in a mathematics classroom. Constructivist Foundations 12(1): 59–69. http://constructivist.info/12/1/059
Corcoran D. (2008) Developing mathematical knowledge for teaching: A three-tiered study of Irish pre-service primary teachers. Unpublished doctoral thesis. University of Cambridge UK. ▸︎ Google︎ Scholar
Dooley T. (2010) The construction of mathematical insight by pupils in whole-class conversation. Unpublished doctoral dissertation. University of Cambridge UK. ▸︎ Google︎ Scholar
Dwyer B. (2010) Scaffolding internet reading: A study of a disadvantaged school community in Ireland. Unpublished doctoral dissertation. University of Nottingham UK. ▸︎ Google︎ Scholar
Gash H. (2011) Maturana’s theory and interpersonal ethics. Constructivist Foundations, 6(3): 363–369. http://cepa.info/2613
Gash H. (2014) Constructing constructivism. Constructivist Foundations 9(3): 302–327. http://constructivist.info/9/3/302
Good T., Mulryan C. & McCaslin M. (1992) Grouping for instruction in mathematics: A call for programmatic research on small-group processes. In: Grouws D. (ed.) Handbook of research on mathematics teaching and learning. Macmillan, New York: 165–196. ▸︎ Google︎ Scholar
Kahneman D. (2012) Thinking, fast and slow. Penguin, London. ▸︎ Google︎ Scholar
Kennedy E. (2010) Improving literacy achievement in a disadvantaged primary school: Empowering classroom teachers through professional development. Unpublished doctoral dissertation. Dublin City University, Ireland. ▸︎ Google︎ Scholar
Maturana H. R. (1988) Reality: The search for objectivity or the quest for a compelling argument. Irish Journal of Psychology 9(1): 25–82. http://cepa.info/598
Schmidt S. J. (2011) From objects to processes: A proposal to rewrite radical constructivism. Constructivist Foundations 7(1): 1–9. http://constructivist.info/7/1/001

Comments: 0

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