Continuing the Conversation: A Response to Smith

Abstract

I n the article to which Erick Smith responds, I suggested that the emergence of constructivism and sociocultural theory constitute two of the major trends in mathemat-ics education during the past decade. My overall goal was to question the claims that adherents to each of these per-spectives sometimes make for the hegemony of their own views. I instead outlined a more pragmatic approach in which we account for learning as it occurs in social and cultural context by bringing one perspective or the other to the fore as the need arises. Our activity as researchers is then seen to be situated in that justifications for one per-spective or the other would be made with respect to the problems and issues at hand. Smith accepts these general suggestions and proposes a refinement of the theoretical tools or constructs that might contribute to a pragmatic ap-proach of this type. I concur with several of his observa-tions and agree that we need to use language that assists us

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 61 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.