Title: An Overview of Theories of Learning in Mathematics Education Research
Abstract:This paper is an attempt to provide some background on the various approaches to understanding how people learn and the application of this understanding to teaching. Please note that I only briefly m...This paper is an attempt to provide some background on the various approaches to understanding how people learn and the application of this understanding to teaching. Please note that I only briefly mention the discussion of the theory and associated framework that I personally espouse since it is the topic of another session. I draw a distinction between learning theories and frameworks used for teaching. Learning theories attempt to explain all the factors involved as an individual grows in knowledge and understanding, while epistemological frameworks guide the researcher in investigating certain aspects of learning. The theories of Piaget, Skinner, Vygotsky, and Lakoff and Nunez are presented briefly to set the stage for the epistemological frameworks. In general, these frameworks are based on (and possibly extend) an existing theory of learning. I describe the frameworks of the leading researchers in mathematics education and, as frameworks tend to evolve, try to present them in a fairly current state. A version of this paper was used as part of a preliminary examination for doctoral research in 1996, so many of the references may seem out of date. While more current citations might be available, I only updated those portions that have been modified in recent years. An additional resource is Theories of Mathematical Learning (1996), edited by Leslie P. Steffe and Perla Nesher, which contains the proceedings of Working Group 4 from the 1992 International Congress on Mathematical Education. That book has a broader scope in addressing learning from pre-kindergarten through post-secondary educational situations. Thus its intersection with the following is rather small.Read More
Publication Year: 2009
Publication Date: 2009-05-30
Language: en
Type: article
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Cited By Count: 9
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