Titlebook: New Directions for Situated Cognition in Mathematics Education; Ann Watson,Peter Winbourne Book 2008 Springer-Verlag US 2008 Cognition.Dir

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Book 2008mathematics education. All of the situations on which the chapters of this book are based exemplify activity which would be described as mathematical, whether they are classrooms, workplaces, homes or the street. In identifying mathematical activity, this book examines the ways people talk, what the

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Participating In What? Using Situated Cognition Theory To Illuminate Differences In Classroom Practance, look similar. Such episodes are sometimes analysed only according to the amount of participation, or the patterns of participation, rather than the mathematical qualities of participation. We find the notions of . and . helpful in looking at classroom interaction in terms of how mathematical a

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Social Identities As Learners And Teachers Of Mathematics,d to shed light on children’s mathematical understandings. It became clear, however, that mathematical understanding and attainment were inseparable from the social identities as learners of mathematics that children were able to adopt. Such identities are not ‘givens’ but are situated and made poss

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,‘We Do It A Different Way At My School’, practices and identities. The chapter presents and analyses an interaction between a 9-year-old boy and his mother as she attempts to help him with a mathematics homework task, consisting of a sheet of two-digit subtraction problems. The analysis reveals considerable tension and conflict at the bou