Fostering cognitive growth: A perspective from research on mathematics learning and instruction

Abstract

There is now robust empirical evidence that shows that learning and teaching in schools make a substantial difference in students' cognitive growth. Taking this as a starting point and focusing on mathematics as a subject-matter domain, this article addresses the crucial issue of elaborating a coherent framework for the design of learning environments that can elicit and maintain in all students the acquisition processes that are conducive to the intended cognitive growth. On the basis of recent research on mathematics learning and instruction, I argue that the design of such environments should be guided by (a) the conception that the ultimate objective of mathematics education is the acquisition of a mathematical disposition and (b) a constructivist view of mathematics learning as the interactive, cumulative, and situated construction of knowledge, skills, beliefs and attitudes mediated by the teacher. Design principles for powerful learning environments that derive from these perspectives on mathematics education are illustrated by a brief description of the major characteristics of one innovative project for mathematics teaching at the primary school: Realistic Mathematics Education.