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Volume 13 · Number 1 · Pages 182–183
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Maths and Neurophenomenology

Hugh Gash

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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

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References

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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 Unpublished doctoral thesis.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
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Kahneman D. (2012) Thinking, fast and slow. Penguin, London. ▸︎ Google︎ Scholar
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