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A Christian Constructivist The impact of worldview on learning theories and the mathematics educatio

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Tensions between Christians and the Academy. Valid and true conclusions from diverse starting points ... Agnosticism. Dualism. Christian Worldview. Other Worldviews ... – PowerPoint PPT presentation

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Title: A Christian Constructivist The impact of worldview on learning theories and the mathematics educatio


1
A Christian Constructivist? The impact of
worldview on learning theories and the
mathematics education research community ACMS
Biennial Conference June 3, 2005
  • Jeffrey Barrett, Illinois State University
  • jbarrett_at_ilstu.edu
  • Dave Klanderman, Trinity Christian College
  • Dave.Klanderman_at_trnty.edu

2
Outline of Presentation
  • Tensions between Christians and the Academy
  • Valid and true conclusions from diverse starting
    points
  • The struggle for coherency and consistency in
    building a learning theory
  • University in Diversity Using a Christian
    Worldview to search for a grand theory
  • Our responsibilities as Christian scholars
  • Next Steps…

3
Tension between Christians and the Academy
  • Schaeffer, Kuyper, and Guinness A mandate for
    Christians to engage actively in all aspects of
    culture
  • Marsdens Outrageous Idea of Christian
    Scholarship The Utopian Problem
  • Vignettes from graduate school
  • SUNY Buffalo (1994)
  • Northern Illinois University (1996)

4
Valid and true conclusions from diverse starting
points
  • Piaget Stages of development and levels of
    understanding
  • Exemplar Understanding the function concept
  • Level 1 Lack of coordination of variables
  • Level 2 Coordination of variables in local
    cases
  • Level 3 Sequential coordination of variables
  • Level 4 Generalized coordination of variables
  • Genetic Epistemology

5
Valid and true conclusions from diverse starting
points
  • Vygotsky Zone of proximal development
  • Marxism/Sociocultural dominance
  • Confrey Splitting conjecture and imbeddedness
    of units
  • Radical Constructivist/Secular Humanist
  • Cobb Connecting mathematical tasks and the
    learning environment
  • Social Constructivist/Pragmatist

6
Valid and true conclusions from diverse starting
points
  • Different responses to Gods existence and
    relating to scholarship
  • Atheism
  • Agnosticism
  • Dualism
  • Christian Worldview
  • Other Worldviews

7
The struggle for coherency and consistency in
building a learning theory
  • What does taken as shared mean?
  • Some terminology (as defined in the mathematics
    education community)
  • Radical Constructivism
  • Sociocultural Constructivism
  • Other versions of Constructivism

8
The struggle for coherency and consistency in
building a learning theory
  • Cobb (1995) Complementary nature of
    sociocultural and (radical) constructivist
    perspectives
  • E.g. Interpreting a hundreds chart
  • Lehrman (1996) Intersubjectivity and
    limitations of radical constructivism
  • E.g. Is 1 an even number?

9
The struggle for coherency and consistency in
building a learning theory
  • Cobb and Thompson (1998) Trying to avoid the
    split brain syndrome making psychological and
    sociocultural perspectives compatible
  • One literally does not exist without the other
  • Cobb and Brown (1999) Underpinnings of
    cognitive and situated learning theories
  • Schaeffers notion of philosophical despair

10
University in Diversity Using a Christian
Worldview to search for a grand theory
  • Cobbs attempt to avoid the lure of cosmology
    argues instead for his own voice
  • Cobbs definition of coherent and consistent
    theory wants positive change, improvement,
    workability, etc.

11
University in Diversity Using a Christian
Worldview to search for a grand theory
  • As Christians, we respond to Cobbs yearning for
    explanation by praising our Creator God
  • Implications of a well-ordered Creation and
    people as Gods image bearers
  • E.g. Language and thought are distinct yet
    inherently connected

12
University in Diversity Using a Christian
Worldview to search for a grand theory
  • Analogy to the paradox of the Trinity
  • Distinctiveness with specified roles
  • Unity and integrity
  • Meaning-making
  • Psychocognitively and in sociocultural contexts

13
Our responsibilities as Christian scholars
  • Motivation to reach the individual
  • Listen with mercy
  • Identify attempts to avoid/rationalize
  • Offer competing integrative theory with boldness
    and humility
  • Motivation to reach the broader (sociocultural)
    community
  • Start with review of common tension in current
    research

14
Next Steps…
  • Continue collaborative scholarship in the math
    education research community
  • E.g. Barrett, Clements, Klanderman, Pennisi, and
    Polaki (in press). Students coordination of
    geometric reasoning and measuring strategies on a
    fixed perimeter task Developing mathematical
    understanding of linear measurement. Journal
    for Research in Mathematics Education.
  • Conduct a review of recent research where
    tensions between individual and community are
    most evident.
  • Offer an attempt to resolve this tension.
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