补给线
发表于 2025-3-21 17:59:55
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intellect
发表于 2025-3-21 23:20:30
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姑姑在炫耀
发表于 2025-3-22 01:48:10
Participating In What? Using Situated Cognition Theory To Illuminate Differences In Classroom Practtive by asking ‘what are the specific mathematical practices engendered in this lesson?’ As well as offering a powerful frame for ‘getting inside’ interactive sequences, this approach gives insight into how learners’ mathematical identity might develop in subtly different contexts.
药物
发表于 2025-3-22 06:23:06
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Glucose
发表于 2025-3-22 11:25:21
Situated Intuition And Activity Theory Fill The Gap,this in teaching experiments focused on (i) the negative integers and (ii) algorithms for two-digit subtraction. We conceptualise modelling as the transformation of outside-school knowledge into school mathematics, and discuss the opportunities and difficulties involved.
GLUT
发表于 2025-3-22 15:58:22
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Euphonious
发表于 2025-3-22 20:32:35
Exploring Connections Between Tacit Knowing And Situated Learning Perspectives In The Context Of Ma the usefulness of a perspective from which the identification and circulation of tacit knowing within school mathematics practice is a central concern. Empirical data are presented to illustrate our ideas.
LASH
发表于 2025-3-23 00:06:26
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BILE
发表于 2025-3-23 04:38:09
Analysing Concepts of Community of Practice,rguments with research examples drawn from the literature. We conclude by indicating ways in which each perspective informs research in the mathematics education community and to directions in which they might be developed to support our understanding of teaching and learning across a range of contexts.
FILLY
发表于 2025-3-23 07:30:50
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