Issues in theorizing mathematics learning and teaching: A contrast between learning through activity and DNR research programs

Research output: Contribution to journalArticle

Abstract

By continuing a contrast with the DNR research program, begun in Harel and Koichu (2010), I discuss several important issues with respect to teaching and learning mathematics that have emerged from our research program which studies learning that occurs through students' mathematical activity and indicate issues of complementarity between DNR and our research program. I make distinctions about what we mean by inquiring into the mechanisms of conceptual learning and how it differs from work that elucidates steps in the development of a mathematical concept. I argue that the construct of disequilibrium is neither necessary nor sufficient to explain mathematics conceptual learning. I describe an emerging approach to instruction aimed at particular mathematical understandings that fosters reinvention of mathematical concepts without depending on students' success solving novel problems.

Original languageEnglish (US)
Pages (from-to)281-294
Number of pages14
JournalJournal of Mathematical Behavior
Volume32
Issue number3
DOIs
StatePublished - Sep 2013

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Mathematics
Teaching
Mathematical Concepts
Learning
mathematics
Research
Students
learning
study program
Complementarity
student
Sufficient
instruction
Necessary
Concepts

Keywords

  • Abstraction
  • Instructional design
  • Learning theory
  • Learning trajectory
  • Mechanism of learning
  • Task design

ASJC Scopus subject areas

  • Applied Mathematics
  • Applied Psychology
  • Education

Cite this

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