ABSTRACT
This paper aims to discuss epistemological and philosophical foundation of meaningful learning and teaching mathematics and science from the perspective of radical and social constructivism. I have reflected on my experiences of radical and social constructivism through dilemma, dialogue, and defense of my personal epistemology of learning. I went through articles of different authors which immensely put me into a dilemma as I tried to make connections to my experiences of learning and teaching mathematics and science. While doing this, I found myself in a great crevice of philosophical tensions between radical and social constructivism that lead into further dialogue between two selves, one as radical and other as social constructivist, and defended each epistemological/philosophical identities in terms of learning and teaching mathematics and science.
Radical versus Social Constructivism: Dilemma, Dialogue, and Defense
Shashidhar Belbase
Graduate Student of Mathematics Education College of Education
University of Wyoming, Laramie, Wyoming sbelbase@uwyo.edu
October 19, 2011