Constructivism: Which Form Provides the Most Adequate Theory of Mathematics Learning?

Abstract

Three variants of constructivist learning theory for mathematics are contrasted. These are information processing, radical, and social constructivism. Each position is sketched, and the underlying metaphors of mind and models of the world (with their links to epistemology and ontology) are examined critically. The positions are compared with regard to these issues and their individual-social focus. It is argued that both radical constructivism and social constructivism are adequate learning theories for mathematics education, but that the former over-emphasises the perspective of the individual at the expense of social considerations. The pedagogical implications of each of the different learning theories are also considered.