Social constructivism, individual constructivism and the role of computers in mathematics education

Abstract

By asking the question: “Can computers do mathematics?” this paper investigates the relationship between computers and views of mathematics from both individual and social constructivist perspectives. Although these two perspectives ask many of the same questions, they frame these questions in quite different ways of viewing the interaction between individual, subject matter, culture, and cultural tools (e.g. computers). I argue that whereas social constructivist are more likely to take the position that computers alter the way we do mathematics, individual constructivists would more likely say that computers changes the mathematics that we do. Individual constructivists, by placing mathematics itself within the actions carried out by an individual, provide a theoretical framework that allows for the richness and diversity of student constructions that can expand our understanding of mathematics beyond the bounds of any one particular culture.