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Research Commentary: Amidst Multiple Theories of Learning in Mathematics Education

Martin A. Simon 

November 2009, Volume 40, Issue 5, Page 477

Abstract:
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.

Keywords:
Conceptual Development
Higher Education
Higher Education
Research