Mathematics education is viewed as a process imbedded in social interaction. Alternatives to seven widely recognized modeling perspectives that provide conceptual foundations for mathematics learning are discussed. (MP)

Demonstrates that Vygotskian theory can support two opposing interpretations: supporting reform and undermining reform. Discussion is organized by: sociocultural perspectives, Marxist influences on historical analysis and the role of labor, semiotics and psychological tools, dialectic of thought and language, conceptual development, and learning…

The constructivist perspective, which holds that children's learning of subject matter is an interaction between what they are taught and what they bring to a learning situation, could be used to improve mathematics teacher education. (PK)

Begins with the assumption that by practicing something one often learns something else. A discussion is presented on the historical and social development of knowledge, the cognitive development of students, the role of teachers, and the meaning of learning situations. (PK)