## AbstractProblem: What is it that Ernst von Glasersfeld brought to mathematics education with radical constructivism? Method: Key ideas in the author’s early thinking are related to ideas that are central in constructivism, with the aim of showing their importance in math education. Results: The author’s initial thinking about constructivism began with Toulmin’s view of thinking as evolving. Ernst showed how Piaget’s genetic epistemology implied an epistemology that was not about ontology. Continuing with an analysis of the way radical and trivial constructivism were received by the mathematics education community, implications of Ernst’s ideas are considered. Implications: These include the need to consider major changes in ways content is introduced to children, to consider carefully the language used to describe children’s emerging mathematical ideas, and to consider new conjectures and also how we think about the foundations of mathematics. Ultimately the value of RC is the way it reinspires belief in the possibility and importance of human growth. Key words: mathematics education, epistemology, language, Jean Piaget ## CitationConfrey J. (2011) The Transformational Epistemology of Radical Constructivism: A Tribute to Ernst von Glasersfeld. Constructivist Foundations 6(2): 177–182. Available at http://www.univie.ac.at/constructivism/journal/6/2/177.confrey Export article citation data: Plain Text · BibTex · EndNote · Reference Manager (RIS) ## Similar articlesGrampp S. (2008) Dualism Still at Work. On Wittgenstein’s Certainty Bettoni M. C. (2007) The Yerkish Language: From Operational Methodology to Chimpanzee Communication ## ReferencesDragging in cabri and modalities of transition from conjectures to proofs in geometry. In: Olivier A. & Newstead K. (eds.) Proceedings of the 22nd conference of the international group for the psychology of mathematics. Volume 2. Stellenbosch, South Africa: 32–39. A thirty-year reflection on constructivism in mathematics education. In: Gutiérrez A. & Boero P. (eds.) Handbook of research on the psychology of mathematics education: Past, present and future. Sense: Rotterdam. From constructivism to modeling. Paper presented at the The Second Annual Meeting of Middle East Teachers of Science, Mathematics, and Computing, Abu Dhabi, UAE. Student voice in examining “splitting” as an approach to ratio, proportions and fractions. In: Proceedings of the 19th annual meeting of the international group for the psychology of mathematics education. Volume 1. Universidade Federal de Pernambuco, Recife, Brazil: 3–29. Voice and perspective: Hearing epistemological innovation in students’ words. In: Larochelle M., Bednarz N. & Garrison J. (eds.) Constructivism and education. Cambridge University Press, New York: 104–120. Integrating mathematics and animation: Catching content instruction up with urban sixth graders’ interests and expertise. Paper presented at the Annual Meeting of the American Education Research Association, Chicago IL. Equipartitioning/splitting as a foundation of rational number reasoning using learning trajectories. Paper presented at the 33rd Conference of the International Group for the Psychology of Mathematics Education, Thessaloniki, Greece. Understanding over time: The cognitive underpinnings of learning trajectories. Paper presented at the annual meeting of the American Education Research Association, Denver CO.http://www.vonglasersfeld.com/077 An interpretation of Piaget’s constructivism. Revue Internationale de philosophie 36: 612–635. Available athttp://www.vonglasersfeld.com/191 Aspectos del constructivismo radical [Aspects of radical constructivism] In: Pakman M. (ed.) Construcciones de la experiencia humana. Gedisa Editorial, Barcelona: 23–49. Available at Learning dynamic geometry: Implementing rotations. In: diSessa A. A., Hoyles C. & Noss R. (eds.) Computers and exploratory learning. Springer, Berlin: 275–288. The role of a dynamic software program for geometry in the strategies high school mathematics students employ. Journal for Research in Mathematics Education 38(2): 164–192. Teaching concepts rather than conventions. New England Journal of Mathematics 34(2): 69–81. Falsification and the methodology of scientific research programmes. In: Lakatos I. & Musgrave A. (eds.) Criticism and the growth of knowledge. Cambridge University Press, Cambridge: 91–195. Proofs and refutations: The logic of mathematical discovery. Cambridge University Press, Cambridge. Modeling natural variation through distribution. American Educational Research Journal 41(3): 635–679. Cultivating model-based reasoning in science education. In: Sawyer R. K. (ed.) Cambridge handbook of the learning sciences. Cambridge University Press, Cambridge: 371–388. Developing understanding of measurement. In: Kilpatrick J., Martin W. G. & Schifter D. E. (eds.) A research companion to principles and standards for school mathematics. NCTM, Reston VA: 179–192. Supporting the development of conceptions of statistics by engaging students in measuring and modeling variability. International Journal of Computers for Mathematical Learning 12(3): 195–216. Graphs ‘n glyphs as professional transitional software to assist middle school students in rational number reasoning topics. Paper presented at the The 11th International Congress on Mathematics Education, Monterrey, Mexico. What is it to see? Arch. Biol. Med. Exp. 16: 255–269. Essais. Volume 2. (Edited by Pierre Michel). Librairie Générale Française, Paris. Genetic epistemology. Norton: New York. The child’s conception of the world. Littlefield, Adams & Co: Totowa NJ. Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education 66(2): 211–227.http://radicalpedagogy.icaap.org/content/issue8_1/proulx.html Constructivism: A re-equilibration and clarification of the concepts, and some potential implications for teaching and pedagogy. Radical Pedagogy 8(1) Available at Human understanding. Princeton University Press, Princeton NJ. | ||