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Situated Cognition and the Learning of Mathematics

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Situated Cognition and the Learning of Mathematics

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A collection of research and theoretical writing exploring the relationship between school-based learning of mathematics and learning mathematics in other situations. The chapters in the book expose differences between the use and learning of mathematics in school, home, everyday life and the workplace. Some difficulties in transferring knowledge of mathematics from one situation to another are made explicit through the consideration of differences. The ideas in this collection challenge the assumption that school-taught mathematics might be a suitable preparation for adult use of mathematics. Also examined is the possibility that school pupil's experience of using mathematics elsewhere might be harnessed for more effective school learning.

Contents include:

  • Why situated cognition is an issue for Mathematics Education - Anne Watson

  • Mathematical Knowledge and Context - Paul Ernest

  • Learning as a Social Practice - Stephen Lerman

  • Adults using Mathematics - Time in Everyday Life - Dhamma Colwell

  • Formal and Informal Mathematical Methods in Work Settings - Zlatan Magajna

  • Learning Mathematically as Social Practice in a Workplace Setting - Brian Hudson

  • A Tale of Two Schools - Alternative Teaching Approaches and Situated Cognition - Jo Boaler

  • Participating in Learning Mathematics through Shared Local Practices in Classrooms - Peter Wimbourne and Anne Watson

  • School Mathematics Learning:Participation through Appropriation of Mathematical Artifacts - Madelina dos Santos and Joao Matos

  • Moving between Communities of Practice: Children Linking Mathematical Activities at Home and at School - Martin Hughes and Pamela Greenhough

  • Situating the Activity of Teaching and Learning Integers - Liora Linchevski and Julian Williams

  • Lights and Limits: Recontextualising Lave and Wenger to Theorise Knowledge of Teaching and of Learning School Mathematics - Juill Adler