Educational Studies in Mathematics
, Volume 16, Issue 3, pp 259281
Memory in mathematical understanding
 Victor ByersAffiliated withDepartment of Mathematics, Concordia University
 , Stanley ErlwangerAffiliated withDepartment of Mathematics, Concordia University
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Whatever cognitive processes are involved in understanding mathematics, it is clear that one of them is learning. No one is born with an understanding of measure theory, abstract algebra or general topology; the very name ‘mathematics’ means “that which is to be learned” (Boyer, 1968). One of the outcomes of learning is remembered knowledge. Indeed it is our contention that memory plays an essential role in the understanding of mathematics, However, what it is that is remembered by students who ‘understand mathematics’ in contrast to those who do not is by no means a trivial question. In fact, we would like to suggest that there is a gap in this connection between recent developments in memory research and the theory and practice of mathematics education. A second purpose of the present article is to survey briefly the orgins of this gap.
 Title
 Memory in mathematical understanding
 Journal

Educational Studies in Mathematics
Volume 16, Issue 3 , pp 259281
 Cover Date
 198508
 DOI
 10.1007/BF00776733
 Print ISSN
 00131954
 Online ISSN
 15730816
 Publisher
 Kluwer Academic Publishers
 Additional Links
 Authors

 Victor Byers ^{(1)}
 Stanley Erlwanger ^{(1)}
 Author Affiliations

 1. Department of Mathematics, Concordia University, Loyola Campus, 7141, Sherbrooke Street West, H4B 1R6, Montreal, Quebec, Canada