Research Commentary: Amidst Multiple Theories of Learning in Mathematics Education
Martin A. Simon
November 2009, Volume 40, Issue 5, Page 477
Currently, there are more theories of learning in use in mathematics education research than ever before. Although this is a positive sign for the field, it also has brought with it a set of challenges. In this article, the author identifies some of these challenges and considers how mathematics education researchers might think about, and work with, the multiple theories available.