Views of cognition: Different lenses for 'looking-in' on classrooms

Journal article

Stillman, Gloria Ann. (2014). Views of cognition: Different lenses for 'looking-in' on classrooms. ZDM: The International Journal on Mathematics Education. 46(3), pp. 493 - 496. https://doi.org/10.1007/s11858-014-0601-3
AuthorsStillman, Gloria Ann
Abstract

The evolution of different theories of cognition over the years has given mathematics education researchers new tools for highlighting particular characteristics of classroom issues to enable more detailed investigation of how students learn mathematics. In the past there has been a strong dominance of the dualistic view separating body and mind. In recent times, however, the body has been given a more central role in shaping the mind. This has led to the situation where some long-standing conundrums of mathematics education have become more tractable to researchers. Similarly, by using older ideas in new ways, light is being shone on what is possible at different stages of development or different levels of schooling. In this issue different views of cognition have been mined by the authors of different articles to frame studies and analyses or invent and apply new tools. They bring new lenses for looking-in on classrooms, a fresh view with old lenses and new methodological tools to the fore. Using a small selection of the articles of the issue the empowerment that differing views of cognition have enabled for mathematics education research is demonstrated.

KeywordsCognition; sensuous cognition; schema; collective coherence; adjacency matrix
Year2014
JournalZDM: The International Journal on Mathematics Education
Journal citation46 (3), pp. 493 - 496
ISSN1863-9690
Digital Object Identifier (DOI)https://doi.org/10.1007/s11858-014-0601-3
Open accessOpen access
Page range493 - 496
Research GroupSchool of Education
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