Abstract

Open peer commentary on the article “Constructivist Model Building: Empirical Examples From Mathematics Education” by Catherine Ulrich, Erik S. Tillema, Amy J. Hackenberg & Anderson Norton. Upshot: I argue that radical constructivism poses a series of deep methodological constraints on educational research. We focus on the work of Ulrich et al. to illustrate the practical implications of these constraints.

Citation

Sánchez Gómez P. J. (2014) Methodological issues of second-order model building. Constructivist Foundations 9(3): 344–346. http://constructivist.info/9/3/344

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