Editorial

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In January at a conference in Berkeley, California, on shaping the research base for science and mathematics education, Lauren Resnick noted that cognitive psychology has begun to amass substantial evidence to support the proposition that humans are builders, not recorders, of knowledge. She used the term constructivism to characterize that thesis, acknowledging at the same time that cognitive psychology has few strong statements to make about how learning occurs. In her opinion, cognitive psychology offers not so much theories as metaphors.

Journal for Research in Mathematics Education

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