Didactic Constructivism

Chapter VI: Appraising Constructivism in Science and Mathematics Education

“…Even here there are many varieties; one review identified seventeen varieties, including contextual, dialectical, empirical, information-processing, methodological, moderate, Piagetian, post-epistemological, pragmatic, radical, realist, and socio-historical. 38 To this list could be added humanistic constructivism, 39 didactic constructivism, 40 sociocultural constructivism, 41 pragmatic social constructivism, 42 sociotransformative constructivism, 43 and critical constructivism. 44 Thus constructivism is clearly a "Broad Church" doctrine, and this presents problems for its appraisal.…”

So we decided to call “straight line” (…): Mathematics students’ interaction and negotiation of meaning in constructing a model of elliptic geometry

“…63-64). An example of this type in mathematics education appeared as negotiation of students' meaning in an article by van den Brink and Meeder (1991), where the crucial question was "Where is Mecca?" 2.2 2nd type: geometrical concepts as objects of traditional School practice A popular ideological assumption among Greek students (and sometimes among teachers) is that only one geometry is possible: the Euclidean one (see Toumasis 1990;also Patronis & Thomaidis 1997).…”

“…Jan van den Brink and his group also carried out a research program in the Freudenthal Institute. This program, at the high school level, attempted to revise the mathematics curriculum, starting from the educational workbook "Mecca" (van den Brink & Meeder, 1991;van den Brink, 1993). The context of the workbook was geographical, but soon, students were involved into mathematical questions about spherical geometry and antipodes (van den Brink, 1994).…”