{
Author: Victor V. Cifarelli
Bio Note: Victor Cifarelli is Professor of Mathematics Education and the Coordinator of the Mathematics Education Program in the Department of Mathematics & Statistics at the University of North Carolina at Charlotte. He received his Ph.D. in Mathematics Education from Purdue University. His doctoral research focused on the role of reflective abstraction as a learning process in mathematical problem solving. Dr. Cifarelli has presented his research at AERA, PME, and PME-NA. His articles have appeared in the Journal of Mathematical Behavior, Focus on Learning Problems in Mathematics and the Proceedings of PME and PME-NA. In addition to his research, Dr. Cifarelli has co-directed numerous projects for mathematics teachers under the Eisenhower Professional Development Program and the North Carolina Department of Public Instruction.
Affiliation: University of North Carolina, Charlotte, USA
Constructivist approaches covered:
This is the list of constructivist approaches covered in
Victor V. Cifarelli’s publications in Constructivist Foundations.
For a list of all approaches
see http://approaches.cepa.info
Radical Constructivism
Publications in Constructivist Foundations
Cifarelli V. V. (2023) Teaching during the pandemic: Addressing the challenges of online learning. Constructivist Foundations 18(2): 210–212. https://constructivist.info/18/2/210
Cifarelli V. V. (2021) Generalization of students’ enactive metaphorizing: The handshake problem and beyond. Constructivist Foundations 16(3): 278–280. https://constructivist.info/16/3/278
Cifarelli V. V. (2019) Problem posing and solving: Wayfarers making their way along problem pathways. Constructivist Foundations 15(1): 69–71. https://constructivist.info/15/1/069
Cifarelli V. V. (2017) Dynamic connections between problem posing and problem‑solving: On the usefulness of multiple perspectives. Constructivist Foundations 13(1): 172–173. http://constructivist.info/13/1/172
Cifarelli V. V. (2014) Perspectives on teaching architectural design based on a radical constructivist model of knowing. Constructivist Foundations 9(3): 403–404. http://constructivist.info/9/3/403
Sevim V. & Cifarelli V. V. (2014) Authors’ response: Radical constructivist conceptual analyses in mathematical problem solving and their implications for teaching. Constructivist Foundations 9(3): 386–392. http://constructivist.info/9/3/386
Cifarelli V. V. & Sevim V. (2014) Examining the role of re-presentation in mathematical problem solving: An application of ernst von glasersfeld’s conceptual analysis. Constructivist Foundations 9(3): 360–369. http://constructivist.info/9/3/360
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