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This essay argues that discussions of pedagogy for quantitative reasoning will be more useful when framed in terms of overarching theories of learning. As an example, Kolb’s Learning Cycle theory encompasses a range of teaching methods and places them in a context that can help instructors make practical decisions about the timing and emphasis of various methods. The theory also suggests research questions that would test its validity or refine its utility for instructors. This essay aims to assist readers of Numeracy to frame and carry out research in best practices for teaching quantitative reasoning.

Parts of the Whole: Theories of Pedagogy and Kolb’s Learning Cycle