Further elaboration of the Learning Through Activity research program

Martin A. Simon

doi:10.1016/j.jmathb.2018.06.003

Further elaboration of the Learning Through Activity research program

Martin A. Simon

Teaching and Learning

Research output: Contribution to journal › Comment/debate › peer-review

Abstract

This article was prompted by the thoughtful commentaries of Norton, Tzur, and Dreyfus. Their commentaries pointed out important ideas that were left implicit or only partially explained. The clarifications made here include how the Learning Through Activity (LTA) research program differs from related research programs, the relation of the LTA theoretical framework to scheme theory, our choice to not employ the construct of perturbation in explaining learning, and the structure of hypothetical learning trajectories. In addition, I discuss a type of mathematical concept that we have not discussed previously.

Original language	English (US)
Pages (from-to)	224-229
Number of pages	6
Journal	Journal of Mathematical Behavior
Volume	52
DOIs	https://doi.org/10.1016/j.jmathb.2018.06.003
State	Published - Dec 2018

Keywords

Constructivism
Hypothetical learning trajectories
Mathematical concepts
Reflective abstraction
Scheme theory

ASJC Scopus subject areas

Education
Applied Psychology
Applied Mathematics

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10.1016/j.jmathb.2018.06.003

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title = "Further elaboration of the Learning Through Activity research program",

abstract = "This article was prompted by the thoughtful commentaries of Norton, Tzur, and Dreyfus. Their commentaries pointed out important ideas that were left implicit or only partially explained. The clarifications made here include how the Learning Through Activity (LTA) research program differs from related research programs, the relation of the LTA theoretical framework to scheme theory, our choice to not employ the construct of perturbation in explaining learning, and the structure of hypothetical learning trajectories. In addition, I discuss a type of mathematical concept that we have not discussed previously.",

keywords = "Constructivism, Hypothetical learning trajectories, Mathematical concepts, Reflective abstraction, Scheme theory",

author = "Simon, {Martin A.}",

note = "Funding Information: This work is supported by the National Science Foundation under Grant No. DRL-1020154. Any opinions, findings, and conclusions or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the National Science Foundation. Publisher Copyright: {\textcopyright} 2018 Elsevier Inc.",

year = "2018",

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language = "English (US)",

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AU - Simon, Martin A.

N1 - Funding Information: This work is supported by the National Science Foundation under Grant No. DRL-1020154. Any opinions, findings, and conclusions or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the National Science Foundation. Publisher Copyright: © 2018 Elsevier Inc.

PY - 2018/12

Y1 - 2018/12

N2 - This article was prompted by the thoughtful commentaries of Norton, Tzur, and Dreyfus. Their commentaries pointed out important ideas that were left implicit or only partially explained. The clarifications made here include how the Learning Through Activity (LTA) research program differs from related research programs, the relation of the LTA theoretical framework to scheme theory, our choice to not employ the construct of perturbation in explaining learning, and the structure of hypothetical learning trajectories. In addition, I discuss a type of mathematical concept that we have not discussed previously.

AB - This article was prompted by the thoughtful commentaries of Norton, Tzur, and Dreyfus. Their commentaries pointed out important ideas that were left implicit or only partially explained. The clarifications made here include how the Learning Through Activity (LTA) research program differs from related research programs, the relation of the LTA theoretical framework to scheme theory, our choice to not employ the construct of perturbation in explaining learning, and the structure of hypothetical learning trajectories. In addition, I discuss a type of mathematical concept that we have not discussed previously.

KW - Constructivism

KW - Hypothetical learning trajectories

KW - Mathematical concepts

KW - Reflective abstraction

KW - Scheme theory

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DO - 10.1016/j.jmathb.2018.06.003

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AN - SCOPUS:85048488229

SN - 0732-3123

VL - 52

SP - 224

EP - 229

JO - Journal of Mathematical Behavior

JF - Journal of Mathematical Behavior

ER -

Further elaboration of the Learning Through Activity research program

Abstract

Keywords

ASJC Scopus subject areas

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