Maths and Neurophenomenology
Hugh Gash
Log in download the full text in PDF
> Citation
> Similar
> References
> Add Comment
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
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 Unpublished doctoral thesis.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 Unpublished doctoral dissertation.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 Unpublished doctoral dissertation.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
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
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 Unpublished doctoral dissertation.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
Comments: 0
To stay informed about comments to this publication and post comments yourself, please log in first.
