Towards an integrated theory of mathematics conceptual learning and instructional design: The learning through activity theoretical framework

Martin Simon, Melike Kara, Nicora Placa, Arnon Avitzur

Research output: Contribution to journalArticle

Abstract

We discuss the theoretical framework of the Learning Through Activity research program. The framework includes an elaboration of the construct of mathematical concept, an elaboration of Piaget's reflective abstraction for the purpose of mathematics pedagogy, further development of a distinction between two stages of conceptual learning, and a typology of different reverse concepts. The framework also involves instructional design principles built on those constructs, including steps for the design of task sequences, development of guided reinvention, and ways of promoting reversibility of concepts. This article represents both a synthesis of prior work and additions to it.

Original languageEnglish (US)
JournalJournal of Mathematical Behavior
DOIs
StateAccepted/In press - Jan 1 2018

Fingerprint

Instructional Design
Mathematics
Mathematical Concepts
Learning
mathematics
learning
Pedagogy
Teaching
Reversibility
abstraction
Reverse
typology
Research
Synthesis
Framework
Concepts

Keywords

  • Guided reinvention
  • Learning trajectory
  • Mathematical concept
  • Reflective abstraction
  • Reversibility
  • Task design

ASJC Scopus subject areas

  • Education
  • Applied Psychology
  • Applied Mathematics

Cite this

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