Interaction or intersubjectivity? A reply to Lerman

Author(s): Thompson, P. W.

Journal/Book: J Res Math Educ. 2000; 31: 1906 Association Drive, Reston, VA 22091, USA. Natl Counc Teach Math. 191-209.

Abstract: Lerman, in his challenge to radical constructivism, presented Vygotsky as an irreconcilable opponent to Piaget's genetic epistemology and thus to von Glasersfeld's radical constructivism. We argue that Lerman's stance does not reflect mon Glasersfeld's opinion of Vygotsky's work, nor does it reflect Vygotsky's opinion of Piaget's work. We question Lerman's interpretation of radical constructivism and explain how the ideas of interaction, intersubjectivity, and social goals make sense in it. We then establish compatibility between the analytic units in Vygotsky's and mon Glasersfeld's models and contrast them with Lerman's analytic unit. Consequently, we question Lerman's interpretation of Vygotsky. Finally, we question Lerman's use of Vygotsky's work in mathematics education, and we contrast that use with how we use mon Glasersfeld's radical constructivism.

Note: Article Steffe LP, Univ Georgia, 105 Aderhold Hall, Athens,GA 30602 USA

Keyword(s): constructivism; epistemology; philosophical issues; Piaget; social and cultural issues; Vygotsky

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