Mathematics education and culture: Learning theories

Abstract

A short sketch of the most important learning theories is developed. The recent adaptation of the Russian socio-historical learning theory in socio-cultural learning theory and cultural psychology is the most promising perspective today. It seems to have the potential to guarantee both enough conceptual flexibility and the necessary recognition of cultural differences to allow for a strong and emancipating reorientation of math education. To that end the old notion of ‘zone of proximal development’ by Vygotsky is assessed and reformulated with the help of recent psychological conceptual critiques in the field. This learning theory is elaborated on for math education. A philosophical frame of reference on human beings, development/learning and goals and values of education is found in the capabilities theory of Sen and Nussbaum (added in Chap. 12 of this book).