Biography:

Leslie P. Steffe earned his Ph.D. in mathematics education in 1966 from the University of Wisconsin working under the direction of Henry Van Engen. He joined the faculty of mathematics education at the University of Georgia in 1967, where he was appointed Distinguished Research Professor in 1985. Along with Ernst von Glasersfeld and John Richards, a philosopher of mathematics, he established the research program, Interdisciplinary Research on Number (IRON), circa 1976, which continues on through the present time. The book, Children’s Fractional Knowledge, published by Springer in 2010, is one of the latest publications of this research program.

Homepage: http://www.les-steffe.info

1983)
The constructivist researcher as teacher and model builder.
Journal for Research in Mathematics Education 14(2): 83–94.
Fulltext at http://cepa.info/2096

(
1986)
Composite units and the operations that constitute them.
In: Burton L. (ed.) Proceedings of the 10th International Meeting on Psychology in Mathematics Education. University of London Institute of Education, London: 212–216.

(
1991)
Conceptual models in educational research and practice.
Journal of Educational Thought 25(2): 91–103.
Fulltext at http://cepa.info/1419

(
1983)
An analysis of counting and what is counted.
In: Steffe L. P., Glasersfeld E. von, Richards J. & Cobb P. (eds.) Children’s counting types: Philosophy, theory, and application. Praeger, New York: 21–44.

(
2002)
The construction of an iterative fractional scheme: The case of Joe.
Journal of Mathematical Behavior 20: 413–437.

(
1981)
Reflections on interdisciplinary research teams.
In: Wagner S. & Geeslin W. E. (eds.) Modeling mathematical cognitive development. Clearinghouse for Science, Mathematics and Environmental Education, Columbus OH: 135–143.
Fulltext at http://cepa.info/1354

(
1983)
Perspectives and summary.
In: Steffe L. P., Glasersfeld E. von, Richards J. & Cobb P. (eds.) Children’s counting types: Philosophy, theory, and application. Praeger, New York: 112–123.

(
2014)
“What Is the Teacher Trying to Teach Students if They Are All Busy Constructing Their Own Private Worlds?”: Introduction to the Special Issue.
Constructivist Foundations 9(3): 297–301.
Fulltext at http://cepa.info/1076

(
1991)
The constructivist teaching experiment: Illustrations and implications.
In: Glasersfeld E. von (ed.) Radical constructivism in mathematics education. Kluwer, Dordrecht: 177–194.
Fulltext at http://cepa.info/2098

(
1991)
The learning paradox: A plausible counterexample.
In: Steffe L. P. (ed.) Epistemological foundations of mathematical experience. Springer, New York: 26–44.

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