| Autor: |
Gonzalez, Mario A. |
| Předmět: |
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| Zdroj: |
Philosophy of Mathematics Education Journal; Feb2024, Issue 41, p1-20, 20p |
| Abstrakt: |
This article explores the relationship between Postpositivism and mathematics education, comparing it to Radical Constructivism. Postpositivism emphasizes the importance of falsifiability and the idea that knowledge can always be refined or changed based on new experiences or observations. It also discusses the concept that all knowledge is conjecture and individuals' knowledge of the world is fundamentally flawed. The article provides examples of how postpositivism can be applied in mathematics education research, highlighting the importance of critical examination and potential refutations of theories. It also compares postpositivism to radical constructivism, which emphasizes that knowledge is actively constructed by the individual and is based on personal experiences and observations. The document discusses the similarities and differences between the two perspectives in understanding knowledge and learning. [Extracted from the article] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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