Abstract
It is characteristic for the discussions about the new forms of learning that they are far removed from the core of the learning process. In contrast, in this contribution learning will be reconsidered from what is seen as a key question within the didactics of mathematics education: how can we prompt the students to construct new understanding based on what they already know. Examples are given of the didactical bootstrapping strategies that can be applied to handle this ‘learning paradox’. In addition to this high-level didactics attention is also paid to the ‘learning miracle’. In view of the quality of classroom communication and explanations given to students it is often remarkable that learning takes place. Taking both learning issues into account is necessary for developing new didactical insights.
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