Implications of the Nature of Mathematics and Theories of Learning on the Teaching of Mathematics

Abstract

The world today is continually and dynamically changing with knowledge rapidly increasing. Technological advances have accelerated creating numerous uses and devices for the communications of mathematics. To meet the challenges of these changes in science, technology, communications, and social relations, society cannot rely only on the answers provided in the past, but must find processes with which to solve these new problems. The implications for the need for new knowledge, methods and skills on education are many. Educators must facilitate the growth of a society of people who can live more comfortably with change rather than rigidity. Carl Rogers suggests the need for an educational system that will be conducive to personal growth and innovations, where creativity is nourished. The capacity to face new aspects of society is more important than the ability to know and repeat old information.1