Chapter 6: Three Learning Perspectives for Translating Curriculum into Instruction

In this chapter, we consider instruction in mathematics methods coursework from each of the three theoretical perspectives: cognitive, situative, and sociopolitical. Learning—whether the focus is PTs or children—is a complex and nuanced characteristic of human ontogeny. Theories to explain the context of learning highlight particular properties of the human condition—whether intellectual and/or social—to explain critical aspects of how learning transpires. Any of the three perspectives is a lens illuminating the work of teaching and preparing teachers by highlighting particular aspects of classroom culture and interactions. We contend that the three perspectives are in fact complementary. To consider the connections across perspectives and highlight their interrelatedness in preparing new teachers, we examine PTs’ analysis and translation of curriculum materials, with each perspective enabling different insights related to instruction in mathematics methods coursework.