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Didactic Objects and Didactic Models in Radical Constructivism

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Symbolizing, Modeling and Tool Use in Mathematics Education

Part of the book series: Mathematics Education Library ((MELI,volume 30))

Abstract

This chapter discusses ways in which conceptual analyses of mathematical ideas from a radical constructivist perspective complement Realistic Mathematics Education’s attention to emergent models, symbolization, and participation in classroom practices. The discussion draws on examples from research in quantitative reasoning, in which radical constructivism serves as a background theory. The function of a background theory is to constrain ways in which issues are conceived and types of explanations one gives, and to frame one’s descriptions of what needs explaining.

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Author information

Authors and Affiliations

  1. Vanderbilt University, Peabody College, Box 330, Nashville, TN, 37203, USA

    Patrick W. Thompson

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  1. Patrick W. Thompson
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Editor information

Editors and Affiliations

  1. Freudenthal Institute/Department of Educational Sciences, Utrecht University, Utrecht, The Netherlands

    Koeno Gravemeijer

  2. Peabody College, Vanderbilt University, Nashville, TN, USA

    Richard Lehrer

  3. Department of Education and Curriculum, Free University Amsterdam, Amsterdam, The Netherlands

    Bert Van Oers

  4. Center for Instructional Psychology and Technology, University of Leuven, Leuven, Belgium

    Lieven Verschaffel

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Thompson, P.W. (2002). Didactic Objects and Didactic Models in Radical Constructivism. In: Gravemeijer, K., Lehrer, R., Van Oers, B., Verschaffel, L. (eds) Symbolizing, Modeling and Tool Use in Mathematics Education. Mathematics Education Library, vol 30. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-3194-2_12

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  • DOI: https://doi.org/10.1007/978-94-017-3194-2_12

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-90-481-6180-5

  • Online ISBN: 978-94-017-3194-2

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