Mathematics as a Field and Language of Science: An Exploration Through Different Learning Theories

Abstract Through different learning techniques, the key goals of this study were to unveil the long and exquisite history of mathematics as a subject and language to science. Our major goal in the case study was to observe RME and its influence on math teaching. To bridge the gap between abstract mathematical ideas and the real world, RME encourages problem-solving in a context rather than in one daily scenario. We explore the sociocultural influences on mathematical understanding by guiding ourselves with Vygotsky. We can then improve our teaching practices and move toward mathematical literacy based on sociocultural and RME perspectives. This is considering multiple learning theories as one's standpoint for observing classroom practices. Realistic Mathematics Education is the training of students to investigate and apply mathematics in real-life problems, with an emphasis on practical applications. It integrates theoretical mathematics with everyday objects, peer discussions, and cultural symbols to make understanding mathematical concepts easier. Socio-cultural theory emphasizes the context of driving behaviors and actions, focusing on social interactions and cognitive development. Constructivism supports constructing learning through experience by connecting the previously learned material with the current experiences. RME focuses on the practical application of mathematics in life situations. Thus, it combines socio-cultural theory with constructivism to give a comprehensive understanding of how teaching and learning mathematics can be done. It provides rich contexts for meaningful experience and critical thinking concerning mathematics. This will provide a coherent way of teaching and learning mathematics through the integration of RME, socio-cultural theory, and Constructivism. Practical application is the most outstanding characteristic of RME, socio-cultural theory puts emphasis on working in groups in culture-specific settings for learning, while constructivism underlines the fact that students have to build their reality. Such a method, therefore, is a good way of building critical thinking and deeper problem-solving experiences in mathematics. Therefore, RME, socio-cultural theory, and constructivism theory should feature in the processes of teaching and learning. RME connects theory with practice, while socio-cultural theory emphasizes knowledge construction through activity and cultural context. Constructivism emphasizes the meaning-building of learners through experiences. This approach encourages critical thinking and performance in mathematical problem-solving, making it a game-changer in education. Keywords: Mathematics, Learning Theories, RME, Realistic Mathematics Education, Language of Science, Different Learning Theories