Amidst Multiple Theories of Learning in Mathematics Education

Currently, there are more theories of learning in use in mathematics education research than ever before (Lerman & Tsatsaroni, 2004). Although this is a positive sign for the field, it also has brought with it a set of challenges. In this article, I identify some of these challenges and consider...

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Bibliographic Details
Published inJournal for research in mathematics education Vol. 40; no. 5; pp. 477 - 490
Main Author Simon, Martin A
Format Journal Article
LanguageEnglish
Published National Council of Teachers of Mathematics 01.11.2009
Subjects
Educational Research
Educational Researchers
Epistemology
Learning Theories
Mathematics Education
Performance Factors
Research Methodology
Research Problems
Use Studies
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Summary:Currently, there are more theories of learning in use in mathematics education research than ever before (Lerman & Tsatsaroni, 2004). Although this is a positive sign for the field, it also has brought with it a set of challenges. In this article, I identify some of these challenges and consider how mathematics education researchers might think about, and work with, the multiple theories available. I present alternatives to views of the competition or supersession of theories and indicate the kinds of discussions that will support effective theory use in mathematics education research. I describe the potential for mathematics education researchers to make informed, justified choices of a theory or theories to address particular research agendas. (Contains 10 footnotes.)
ISSN:0021-8251