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| Preface by Series Editor | p. ix |
| Introduction | p. x |
| Constructivism and the Learning of Mathematics | p. 1 |
| A Radical Constructivist View of Basic Mathematical Concepts | p. 5 |
| Interaction and Children's Mathematics | p. 8 |
| Radical Constructive Criticisms of Von Glasersfeld's Radical Constructivism | p. 33 |
| Articulating Theories of Mathematics Learning | p. 41 |
| Is Radical Constructivism Coherent? | p. 50 |
| Social Constructivism and the Psychology of Mathematics Education | p. 62 |
| Mathematics, Computers and People: Individual and Social Perspectives | p. 73 |
| The Context of Cognition: the Challenge of Technology | p. 92 |
| Psychology, Epistemology and Hermeneutics | p. 107 |
| Another Psychology of Mathematics Education | p. 111 |
| On Interpretation | p. 125 |
| Potential Space and Mathematical Reality | p. 134 |
| Towards a Hermeneutical Understanding of Mathematics and Mathematical Learning | p. 141 |
| The Myth of Mathematics | p. 151 |
| Enquiry in Mathematics Education | p. 171 |
| The Problem of the Problem and Curriculum Fallacies | p. 175 |
| Enquiry in Mathematics and in Mathematics Education | p. 190 |
| Demystifying Mathematics Education Through Inquiry | p. 201 |
| Reading to Learn Mathematics in the Primary Age Range | p. 215 |
| History, Mathematics and Education | p. 237 |
| The Idea of 'Revolution' as an Instrument for the Study of the Development of Mathematics and Its Application to Education | p. 241 |
| Mathematical Practices, Anomalies and Classroom Communication Problems | p. 248 |
| Notes on Contributors | p. 274 |
| Index | p. 276 |
| Table of Contents provided by Publisher. All Rights Reserved. |
