Abstract
Purdue University’s Center for Twenty-first Century Conceptual Tools (TCCT) was set up to investigate the types of problems students need to be able to solve in order to succeed in a technology-based age of information and the abilities and understandings that success requires. This paper describes the rationale behind the foundation of the TCCT, its mode of operation, and some preliminary findings.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Bnmer, J. (1963).The process of education. New York: Vintage Books.
Davis, R. B., Maher, C. A., & Noddings, N. (1990).Constructivist views on the teaching and learning of mathematics. Reston, VA: National Council of Teachers of Mathematics.
Doerr, H., & Lesh, R (Eds.). (in press).Beyond constructivism: A models & modeling perspective on mathematics problem solving, learning, & teaching. Mahwah, NJ: Lawrence Erlbaum.
Flavell, J. (1971).The genetic epistemology of Jean Piagel. New York, NY: Viking Press.
Kelly, A., & Lesh, R. (2000).Handbook of research design in mathematics & science education. Mahwah, NJ: Lawrence Erlballm.
Lesh, R. (1987). The evolution of problem representations in the presence of powerful conceptual amplifiers. In C. Janvier (Ed.),Problems of representation in teaching and learning mathematics (pp. 174–196). Hillsdale, NJ: Lawrence Erlbaum.
Lesh, R. (1998). The development of representational abilities in middle school mathematics: The development of students’ representations during model eliciting activities. In I. Sigel (Ed.),Representations and student learning (pp. 217–239). Mahwah, NJ: Lawrence Erlbaum.
Lesh, R., & Doerr, H. (2000). Symbolising, commlmicating, and mathematising: Key components of models and modeling. In P. Cobb & E. Yackel (Eds.),Symbolising, communicating, and mathematising (pp. 361–385). Mahwah, NJ: Lawrence Erlbaum.
Lesh, R, & Doerr, H. (in press). Models & representations in mathematics teaching, learning, and problem solving.Mathematical Thinking and Learning.
Lesh, R., Hoover, M., & Kelly, A. (1993). Equity, technology, and teacher development. In I. Wirszup & R. Streit (Eds.)Developments in school mathematics education around the world (Vol. 3, pp. 814–835). Reston, VA: National Council of Teachers of Mathematics.
Lesh, R., & Lamon, S. (Eds.) (1992).Assessment of authentic performance in school mathematics. Washington, DC: American Association for the Advancement of Science.
Lesh, R., Post, T., & Behr, M. (1989). Proportional reasoning. In M. Behr & J. Hiebert (Eds.),Number concepts and operations in the middle grades (pp. 93–119). Reston, VA: National Council of Teachers of Mathematics.
National Council of Teachers of Mathematics. (1989).Curriculum and evaluation standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
Shulman, L. (1991).Pedagogical content knowledge. Hillsdale, NJ: Lawrence Erlbaum.
Steffe, L. & Wood, T. (Eds.) (1990). Transforming children/s mathematics education: International perspectives. Hillsdale, NJ: Lawrence Erlbaum.
Von Glasersfeld, E. (1991).Constructivism in mathematics education. Dordrecht, The Netherlands: Reidel.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Lesh, R. Beyond constructivism: Identifying mathematical abilities that are most needed for success beyond school in an age of information. Math Ed Res J 12, 177–195 (2000). https://doi.org/10.1007/BF03217084
Issue Date:
DOI: https://doi.org/10.1007/BF03217084