A Quest for Understanding Understanding in Mathematics Learning: Examining Theories of Learning

This paper argues that teachers ’ understanding of understanding in mathematics learning is largely influenced by, and therefore differs according to, the theories of learning they adhere to. This notion is demonstrated through a case study in which three junior secondary mathematics teachers were asked to construct concept maps and write personal essays on their thoughts about understanding in a mathematics classroom. In addition, these teachers were both interviewed and observed while teaching. Implications for teacher education are discussed