Further elaboration of the Learning Through Activity research program

Research output: Contribution to journalComment/debate

Abstract

This article was prompted by the thoughtful commentaries of Norton, Tzur, and Dreyfus. Their commentaries pointed out important ideas that were left implicit or only partially explained. The clarifications made here include how the Learning Through Activity (LTA) research program differs from related research programs, the relation of the LTA theoretical framework to scheme theory, our choice to not employ the construct of perturbation in explaining learning, and the structure of hypothetical learning trajectories. In addition, I discuss a type of mathematical concept that we have not discussed previously.

Original languageEnglish (US)
Pages (from-to)224-229
Number of pages6
JournalJournal of Mathematical Behavior
Volume52
DOIs
StatePublished - Dec 2018

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Keywords

  • Constructivism
  • Hypothetical learning trajectories
  • Mathematical concepts
  • Reflective abstraction
  • Scheme theory

ASJC Scopus subject areas

  • Education
  • Applied Psychology
  • Applied Mathematics

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