Constructivism, Phenomenology, and the Origin of Arithmetic Skills

The aim of this chapter is to point to an important difference between Piagetian constructivism and phenomenological perspectives on learning, and to exemplify this difference in relation to the origin of arithmetic skills. As our point of departure we use Hermine Sinclair’s (chap. 2.1) and Ernst von Glasersfeld’s (chap. 2.2) discussion of constructivism in relation to early mathematics education.