Issues in theorizing mathematics learning and teaching: A contrast between learning through activity and DNR research programs

• These are two complementary programs.
• Learning through activity aims to illuminate mechanisms of learning (abstraction).
• Disequilibrium is neither necessary nor sufficient to explain learning.
• Basis for instructional design method fostering particular concepts.

By continuing a contrast with the DNR research program, begun in Harel and Koichu (2010), I discuss several important issues with respect to teaching and learning mathematics that have emerged from our research program which studies learning that occurs through students’ mathematical activity and indicate issues of complementarity between DNR and our research program. I make distinctions about what we mean by inquiring into the mechanisms of conceptual learning and how it differs from work that elucidates steps in the development of a mathematical concept. I argue that the construct of disequilibrium is neither necessary nor sufficient to explain mathematics conceptual learning. I describe an emerging approach to instruction aimed at particular mathematical understandings that fosters reinvention of mathematical concepts without depending on students’ success solving novel problems.