A Design for Development:

 The Legacy of Robbie Case
 
October 6 and 7, 2000
 
Croft Chapter House & Rm.179
University College
University of Toronto

 Sharon Griffin


 Outline of Talk


Contributions of Central Conceptual Structure Theory to Mathematics Education

Robbie Case had an abiding interest in advancing science and, at the same time, in contributing something useful to education. He also had a deep respect for the intellectual traditions of our culture and for the sometimes divergent ideas of his colleagues and students. By building on this dynamic base and by pushing always for synthesis, he was able to craft a theory capable of addressing three pervasive problems in mathematics education. To a greater extent than other developmental theories, Central Conceptual Structure theory provides a set of heuristics to (i) assess learners' entering number knowledge; (ii) establish age-appropriate knowledge objectives, and (iii) design instruction to help learners move from the beginning to the desired knowledge states.

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