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New research directions in learning and cognition

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Abstract

Research in learning and cognition continues to extend the boundaries of possibilities for theoretical frameworks, research designs, and questions interrogated. This overview captures a snapshot of recent research for the purpose of drawing attention to new directions. It includes: types of theoretical frameworks employed to study student learning, the reciprocity of teaching and learning, and identifying underpinning conceptual understanding that can contribute to curriculum development, including a discussion paper on possible roles of algorithms. Future directions for research are then discussed. The papers in this special issue are briefly introduced in relevant sections. This paper draws attention to the increased use of multi-theoretical perspectives and what they have enabled us to learn about the complexities of teaching and learning in classrooms. It also draws attention to some of the innovative research designs and analysis techniques that have been employed to enable the answering of various research questions.

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Notes

  1. Extended papers from Topic Study Group 22 (TSG22): Learning and Cognition, at the 12th International Congress on Mathematics Education (ICME-12) in Korea in 2012.

  2. http://www.mathunion.org/icmi/news/details/?tx_ttnews[tt_news]=801&cHash=9f09d8ef9ae6d4393f2ffb6efdea781b.

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  1. School of Education, Deakin University, Burwood Campus, 221 Burwood Highway, Burwood, VIC, 3125, Australia

    Gaye Williams

  2. Department of Learning and Materials Design, University of Taipei, 1, Ai-Guo West Road, Taipei, 10048, Taiwan, R.O.C.

    Hsin-Mei E. Huang

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Williams, G., Huang, HM.E. New research directions in learning and cognition. ZDM Mathematics Education 46, 335–347 (2014). https://doi.org/10.1007/s11858-014-0602-2

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