Abstract:
This paper reviews the influence of learning theories from cognitive science and constructivism on the teaching and learning of algebra. Through an artifact analysis, we document the changing nature of algebraic instruction. Four articles were randomly selected from each of the last three decades of the twentieth century, along with three from 2000-2005 to total fifteen articles analyzed All the articles analyzed had classroom teachers as an intended audience. The analysis showed that as the dominant learning theory shifted from cognitive science to constructivism, the use of authentic learning activities increased and reflected the influence of both rational and social constructivist learning theories.
