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Interaction or Intersubjectivity? A Reply to Lerman

Leslie P. Steffe, Patrick W. Thompson 

March 2000, Volume 31, Issue 2, Page 191

Abstract:
Lerman, in his challenge to radical constructivism, presented Vygotsky as an irreconcilable opponent to Piaget's genetic epistemology and thus to von Glasersfeld's radical constructivism. We argue that Lerman's stance does not reflect von Glasersfeld's opinion of Vygotsky's work, nor does it reflect Vygotsky's opinion of Piaget's work. We question Lerman's interpretation of radical constructivism and explain how the ideas of interaction, intersubjectivity,   and social goals make sense in it. We then establish compatibility between the analytic units in Vygotsky's and von Glasersfeld's models and contrast them with Lerman's analytic unit. Consequently, we question Lerman's interpretation of Vygotsky. Finally, we question Lerman's use of Vygotsky's work in mathematics education, and we contrast that use with how we use von Glasersfeld's radical constructivism.

Keywords:
Action Research
Article
Calculus and Higher Level Mathematics
Conceptual Development
Higher Education
Grades 9-12
Higher Education
Curriculum
Math Coordinator / Coach
Teacher
Representation
Theory