World view theory and the conceptualisation of space in mathematics education

Abstract

The cornerstone of current education trends that recognise prior knowledge as fundamental to the learning process, is the notion that beliefs and experiences that learners bring to the classroom influence their learning experiences in the classroom (Cobern, Gibson and Underwood, 1999).  World view research in science education has proved an important tool in unravelling learners’ beliefs and perceptions in an attempt to better understand what experiences they bring to a classroom situation. Cobern (1991, 1993, 1994, 1996, 1997) has successfully spearheaded much of the world view research in that field, with particular emphasis on learners’ perceptions and  understanding of nature.