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Direct linkRoth, Wolff-Michael – Journal of Pedagogy, 2014
Traditional (e.g., constructivist) accounts of knowledge ground its origin in the "intentional construction" on the part of the learner. Such accounts are blind to the fact that learners, by the fact that they do not know the knowledge to be learned, cannot orient toward it as an object to be constructed. In this study, I provide a…
Descriptors: Elementary School Mathematics, Grade 2, Numeracy, Emergent Literacy
