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Theories of Mathematics Education pp 39–47Cite as

Reflections on Theories of Learning

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Part of the book series: Advances in Mathematics Education ((AME))

Abstract

Four philosophies of learning are contrasted, namely ‘simple’ constructivism, radical constructivism, enactivism and social constructivism. Their underlying explanatory metaphors and some of their strengths and weaknesses are contrasted, as well as their implications for teaching and research. However, it is made clear that none of these ‘implications’ is incompatible with any of the learning philosophies, even if they sit more comfortably with one of them.

Throughout this paper for brevity what I refer to as learning theories might more accurately be termed philosophies of learning. Some might argue that these ‘theories’ are not specific or testable (i.e., falsifiable) enough to deserve this title.

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Author information

Authors and Affiliations

  1. University of Exeter, Exeter, UK

    Paul Ernest

Authors
  1. Paul Ernest
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Correspondence to Paul Ernest .

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Editors and Affiliations

  1. Dept. Mathematical Sciences, University of Montana-Missoula, Missoula, 59812-0864, U.S.A.

    Bharath Sriraman

  2. Centre for Learning Innovation, Queensland University of Technology, Victoria Park Road, Kelvin Grove, 4059, Australia

    Lyn English

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© 2010 Springer-Verlag Berlin Heidelberg

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Ernest, P. (2010). Reflections on Theories of Learning. In: Sriraman, B., English, L. (eds) Theories of Mathematics Education. Advances in Mathematics Education. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-00742-2_4

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  • DOI: https://doi.org/10.1007/978-3-642-00742-2_4

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  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-00741-5

  • Online ISBN: 978-3-642-00742-2

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