ERIC Number: EJ863546
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Avoiding Misinterpretations of Piaget and Vygotsky: Mathematical Teaching without Learning, Learning without Teaching, or Helpful Learning-Path Teaching?
Fuson, Karen C.
Cognitive Development, v24 n4 p343-361 2009
This article provides an overview of some perspectives about special issues in classroom mathematical teaching and learning that have stemmed from the huge explosion of research in children's mathematical thinking stimulated by Piaget. It concentrates on issues that are particularly important for less-advanced learners and for those who might be having special difficulties in learning mathematics. A major goal of the article is to develop a framework for understanding what effective mathematics teaching and learning is, because doing so is so important for struggling students and for research about them. Piaget's research had a fundamental influence on the on-going tension between understanding and fluency in the classroom, supporting efforts toward increasing understanding. But in some countries, misinterpretations of Piaget led to practices that are counterproductive for children, especially struggling learners. Such misinterpretations are identified and a more balanced approach that also draws on Vygotsky is described--a learning-path developmentally-appropriate learning/teaching approach. (Contains 2 figures and 3 tables.)
Descriptors: Teaching Methods, Mathematics Instruction, Learning Strategies, Cognitive Processes, Instructional Effectiveness, Mathematics Skills, Educational Research, Psychological Studies, Learning Problems, Developmentally Appropriate Practices
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Publication Type: Journal Articles; Reports - Descriptive
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