FOSTERING COGNITIVE GROWTH - A PERSPECTIVE FROM RESEARCH ON MATHEMATICS LEARNING AND INSTRUCTION

There is now robust empirical evidence that shows that learning and te aching in schools make a substantial difference in students' cognitive growth. Taking this as a starting point and focusing on mathematics a s a subject-matter domain, this article addresses the crucial issue of elaborating a coherent framework for the design of learning environme nts that can elicit and maintain in all students the acquisition proce sses that are conducive to the intended cognitive growth. On the basis of recent research on mathematics learning and instruction, I argue t hat the design of such environments should be guided by (a) the concep tion that the ultimate objective of mathematics education is the acqui sition of a mathematical disposition and (b) a constructivist view of mathematics learning as the interactive, cumulative, and situated cons truction of knowledge, skills, beliefs and attitudes mediated by the t eacher. Design principles for powerful learning environments that deri ve from these perspectives on mathematics education are illustrated by a brief description of the major characteristics of one innovative pr oject for mathematics teaching at the primary school: Realistic Mathem atics Education.