Linking learning and instructional theories in mathematics education

Abstract

There is a dilemma between knowledge enquiry and transmission in general instructional theories, which are usually supported by constructivist, objectivist or a combination of constructivist and objectivist learning theories. Considering the epistemological, ontological, and semiotic assumptions about mathematical knowledge of the Onto-semiotic Approach, in this paper we describe a theoretical model of mathematical instruction that articulates the constructivist and objectivist approaches to learning in order to optimise the didactic suitability of the teaching and learning processes.