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Learning theory in mathematics education: Using the wide angle lens and not just the microscope

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Abstract

The current desire of mathematics educators to devise variations of constructivist models of learning, combined with growing interest in the Soviet school of social constructionist theory, has perhaps clouded a bigger picture regarding the place and role of learning theory, especially as it relates to mathematics classroom practitioners. This paper attempts to step back from a detailed examination of theoretical orientations and adopts a more holistic perspective of contemporary learning theory as it impacts upon mathematics pedagogy, along with providing a framework for psychological and philosophical implications of a theoretical model.

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Authors and Affiliations

  1. Charles Sturt University, Australia

    Bob Dengate

  2. South Bank University, USA

    Stephen Lerman

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  1. Bob Dengate
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  2. Stephen Lerman
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Dengate, B., Lerman, S. Learning theory in mathematics education: Using the wide angle lens and not just the microscope. Math Ed Res J 7, 26–36 (1995). https://doi.org/10.1007/BF03217274

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