The role of theory in research and practice: Characterizing cognition and context within mathematics education

Ilyse RESNICK, Mike Stieff

Research output: A Conference proceeding or a Chapter in BookChapterpeer-review

Abstract

This chapter explores how cognition and context are theoretically defined within mathematics education. To identify how discipline-specific theoretical models implicitly influence research and practice, we contrast these definitions with those adopted in cognitive science. We observe that mathematics education research is increasingly moving towards situated models. There is extensive documentation of the kinds of contexts in which individuals can complete mathematics, which is interpreted as children are engaging in different cognitive processes in different contexts. By contrast, cognitive approaches aim to identify universal aspects of cognition across contexts by explicitly controlling for effects of context as “error” terms in cognitive learning models. To resolve these conflicts, we put forward a model which argues that although the underlying knowledge representation and cognitive processes involved in mathematics thinking are invariant across context, how this cognition is manifested (i.e., what the cognition looks like) is mediated by context. This model emphasizes the classroom, assessments, and mathematics “in the wild,” as all unique contexts. We call for researchers systematically to explore the variability across contexts to build more complete learning models. Understanding the mediating role of context on mathematics reasoning will allow for the development of targeted and effective intervention across contexts and population.

Original languageEnglish
Title of host publicationInternational Handbook of Mathematics Education
EditorsM.A. (Ken) Clements, Berinderjeet Kaur, Thomas Lowrie, Vilma Mesa, Johan Prytz
Place of PublicationSwitzerland
PublisherSpringer
Chapter11
Pages271-292
Number of pages22
VolumeFourth
Edition1
ISBN (Electronic)9783031514746
ISBN (Print)9783031514739
DOIs
Publication statusPublished - 2024

Publication series

NameSpringer International Handbooks of Education
VolumePart F3709
ISSN (Print)2197-1951
ISSN (Electronic)2197-196X

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