Abstract
Middle-school-aged students are a complex mixture of often conflictive social, intellectual, and physical ingredients while middle-school mathematics content becomes increasingly abstract and procedure driven. Preparation for algebra and higher mathematics often ignores the developmental and social needs of the middle-school student while overemphasizing computational facility with previously learned elementary mathematics content. The need to explore and question will be encouraged by a classroom atmosphere and instructional strategies that provide for active problem solving and cooperative group learning. This article articulates the philosophical and research bases forlearning cycle pedagogy which, when applied to mathematics teaching, is especially appropriate for the special needs of the middle-school student. The components of, and theoretical/research bases for, the learning cycle are described. Learning cycle pedagogy is the embodiment of the vision of mathematics classroom instruction depicted in the Standards (NCTM, 1989).
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