Concurring with Uri Leron's (2010) cross-disciplinary approach to two distinct modes of mathematical thinking, intuitive and analytic, I discuss his elaboration and adaptation to mathematics education of the cognitive psychology dual-processing theory (DPT) in terms of (a) the problem significance and (b) features of the theory he adapts. Then, I discuss DPT in light of a constructivist stance on the inseparability between thinking and learning. In particular, I propose a brain-based account of conceptual learning -- the Reflection on Activity-Effect Relationship (Ref*AER) framework--as a plausible alternative to DPT. I discuss advantages of the Ref*AER framework over DPT for mathematics education.
Can Dual Processing Theories of Thinking Inform Conceptual Learning in Mathematics?STEM Faculty Publications
Citation InformationTzur, R. (2011). Can dual processing theories of thinking inform conceptual learning in mathematics? The Mathematics Enthusiast, 8(3), 597-636.