Critical Analysis of the APOS Theory: A Framework for Curriculum Development in Mathematics Education

Document Type : Original Article

Authors

1 University of Hormozgan

2 Behavioral Sciences Campus, Department of Educational Sciences, Birjand University

3 Behavioral Sciences, Faculty of Educational Sciences, Birjand University, Iran

10.48310/rme.2025.20233.1119

Abstract

This study aims to analyze and explain the capacity of the APOS (Action, Process, Object, Schema) theory in designing and developing mathematics curriculum with an emphasis on abstract and structured concepts. Rooted in Piagetian constructivism and emphasizing the evolution of cognitive structures, the APOS theory provides a framework for analyzing learning as a process of gradually constructing meaning across successive cognitive levels. In this paper, while explaining the theoretical dimensions of APOS, a comparative table is used to analyze its alignment with other common curriculum development models (product-oriented, process-oriented, competency-based, participatory, and connected learning). The results indicate that APOS offers significant advantages in fostering deep conceptual understanding, establishing stable mental organization, and designing instructional content based on learners' developmental cognitive logic. Additionally, APOS's compatibility with other models makes it a flexible and adaptable framework for meeting the needs of modern mathematics education. Finally, the study discusses implementation challenges, integrative opportunities, and suggestions for future research.

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