Mathematics Learning and Knowing: A Cognitive Process

Abstract

The recent reform in mathematics education has been fueled by the poor performance of students on tests of mathematical concepts, skills, and strategies, and by the growing influence of constructivism, a theory of cognitive development. To enhance student understanding and performance, educators are recommending that the curriculum focus on the big ideas that undergird all areas of mathematics, including arithmetic, algebra, geometry, probability, and statistics, and that have application in other disciplines. By learning and using the processes of investigation to explore the big ideas in various contexts, students gain a robust and more lasting understanding of the concepts. This emphasis on exploration and understanding requires new instructional methodologies and assessment techniques.