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Volume 9, Number 3
15 July 2014

Special Issue “Forty Years of Radical Constructivism in Educational Research”, edited by Alexander Riegler & Leslie P. Steffe

Cover Art: “Dakota Street 9” © Douglas Simonson, 2014, acrylic on canvas, 45 x 64cm, courtesy of the artist

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Table of Contents

Editorial

“What Is the Teacher Trying to Teach Students if They Are All Busy Constructing Their Own Private Worlds?”: Introduction to the Special Issue

Alexander Riegler & Leslie P. Steffe

Target Article

Constructing Constructivism

Hugh Gash

Open Peer Commentaries

Radical Constructivism: A Theory of Individual and Collective Change?

Janet Bowers, John Gruver & Vi Trang

Radical Constructivism in Learning: Breaking the Tyranny of Information Accumulation

Thomas McCloughlin

RC is a Theory of Learning, not Teaching

Arne Engström

Reflecting on Constructing Constructivism

Theo Hug

Radical Constructivism and Social Justice: Educational Implications

Dewey Dykstra Jr.

Author’s response: Perspectives on rc and teaching

Hugh Gash

Target Article

Constructivist Model Building: Empirical Examples From Mathematics Education

Catherine Ulrich, Erik S. Tillema, Amy J. Hackenberg & Anderson Norton

Open Peer Commentaries

A Role of Context in Constructivist Model Building: What Problem is the Learner Solving?

Heather Lynn Johnson

From Model Building to the Observer

Jérôme Proulx

Methodological Issues of Second-order Model Building

Pedro J. Sánchez Gómez

Second-order Models of Students’ Mathematics: Delving into Possibilities

Thérèse Dooley

Models of Students’ Mathematics and their Relationship to Mathematics Pedagogy

Martin A. Simon

Second-Order Models: A Theoretical Bridge to Practice, A Practical Bridge to Theory

Ron Tzur

The Power of What We Know: Further Directions for Exploring Constructivist Model Building

Signe E. Kastberg

Authors’ Response: Interaction: A Core Hypothesis of Radical Constructivist Epistemology

Erik S. Tillema, Amy J. Hackenberg, Catherine Ulrich & Anderson Norton

Target Article

Examining the Role of Re-Presentation in Mathematical Problem Solving: An Application of Ernst von Glasersfeld’s Conceptual Analysis

Victor V. Cifarelli & Volkan Sevim

Open Peer Commentaries

Issues Around Reflective Abstraction in Mathematics Education

Catherine Ulrich

Re-presentations and Conceptual Structures of What?

Kevin C. Moore

Mathematical Modeling and the Nature of Problem Solving

Carlos W. Castillo-Garsow

A Fine Conceptual Analysis Needs No “Ism”

Gerald A. Goldin

Convergences between Radical Constructivism and Critical Learning Theory

Karen François

A Case for Framing Our Research in a Radical Constructivist Tradition

Joy W. Whitenack

Reflective Abstraction as an Individual and Collective Learning Mechanism

Tracy Goodson-Espy

Reflecting on a Radical Constructivist Approach to Problem Solving

Erik S. Tillema

Authors’ Response: Radical Constructivist Conceptual Analyses in Mathematical Problem Solving and their Implications for Teaching

Volkan Sevim & Victor V. Cifarelli

Target Article

Radical Constructivist Structural Design Education for Large Cohorts of Chinese Learners

Christiane M. Herr

Open Peer Commentaries

Perspectives on Teaching Architectural Design Based on a Radical Constructivist Model of Knowing

Victor V. Cifarelli

Not All Conversations Are Conversational: A Reflection on the Constructivist Aspects of Design Studio Education

Ben Sweeting

Examining the Roles of Feedback and Models of Student Thinking in Pursuing Instructional Goals Inspired by Radical Constructivism

David R. Liss II

The Device Design Studio: Proscribe in Order to Promote New Knowledge

Nicolas Perrin

Interdisciplinary Connections between Radical Constructivist Approaches in Mathematical Problem Solving and Structural Design in Architecture

Volkan Sevim

Forging a Constructivist Pedagogy: Focus on Teacher Decision-Making

Brian R. Lawler

Author’s Response: The Productive Challenge of Large Cohorts in Radical Constructivist Education

Christiane M. Herr

Target Article

Learning How to Innovate as a Socio-epistemological Process of Co-creation: Towards a Constructivist Teaching Strategy for Innovation

Markus F. Peschl, Gloria Bottaro, Martina Hartner-Tiefenthaler & Katharina Rötzer

Open Peer Commentaries

Radical Constructivism in the Classroom: Tensions and Balances

Larry L. Hatfield

To Learn Is to Understand and to Understand Is to Innovate: An Inter-intra Socio-epistemological Process

Adalira Sáenz-Ludlow

The need for varieties of perspectives

Hugh Gash

Going Beyond Novelty: Innovation as a Market Process

John Richards

Interacting with the Envisioned Future as a Constructivist Approach to Learning

Florian Kragulj

Authors’ Response: Challenges in Studying and Teaching Innovation: Between Theory and Practice

Markus F. Peschl, Gloria Bottaro, Martina Hartner-Tiefenthaler & Katharina Rötzer

Reviews

Publication Review. Recent Books and Articles Related to Constructivist Approaches

Editorial

Acknowledgment to Reviewers of Volume 9