We envision an education system where quality teaching and learning can be accessible – even in the most remote areas.
We see the development of adaptive expertise as an important cognitive capacity to understand and promote mathematical sciences in an increasingly complex, knowledge-intensive, and fast-changing world. Adaptive practice refers to instructional practice which is a site of quality knowledge construction. Research on adaptive expertise demonstrates that the skills, knowledge, and dispositions compris
ed by adaptive problem solving and adaptive practice plays an important role in fostering quality learning. We are interested in in improving learner performance by opening a doorway to quality learning of mathematics, physics, chemistry, and accounting subjects. While we embrace the social and interactions approaches to teaching and learning, we acknowledge as well, that no analysis of social phenomena can be successful if it does not fully take into account that the mind that constructs viable concepts and schemes is under all circumstances an individual mind. We also embrace the adapted METE framework and variation theory framework because, beyond the social and individual elements of teaching and learning, these frameworks emphasises the subject matter (content) by centralising the object of learning. In short, at LMA we recognise learning as a consequence of social interactions (social and interactionist theories) which along with physical manipulatives (RME) and textual interactions (variation theory and adapted METE framework) can cause disequilibrium at an individual level (radical constructivism), leading to conceptual reorganisation. Our view, therefore, does not only recognise the social and the individual elements of learning. It also acknowledges that, what is made available to learn (adapted METE frame), and how it is made available (variation theory) matters significantly.
