Constructivism and Constitutionalism. Some Implications for Elementary Mathematics Education

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Abstract
There is a dualistic assumption underlying constructivism: thinking takes place in an inner subjective world, divorced from the outer objective reality and knowledge is constructed there by the individual through material and mental acts. In a phenomenological framework the fundamental unity between human beings and the world in which they live is assumed. Knowledge represents ways of seeing, experiencing, thinking about the world and it is constituted through the internal relation between the knower (subject) and the known (object). It is shown that these two kinds of ontological and epistemological assumptions have radically different implications for how the development of arithmetic skills is seen and conceptualized.

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