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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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書目名稱New Directions for Situated Cognition in Mathematics Education
編輯Ann Watson,Peter Winbourne
視頻videohttp://file.papertrans.cn/666/665078/665078.mp4
概述No other books are available which take this view specifically in mathematics education.Relevance both to researchers and practitioners.This is a collection of up-to-date insights into the application
叢書名稱Mathematics Education Library
圖書封面Titlebook: New Directions for Situated Cognition in Mathematics Education; Ann Watson,Peter Winbourne Book 2008 Springer-Verlag US 2008 Cognition.Dir
描述.New Directions for Situated Cognition in Mathematics Education represents the maturation and expansion of the situated cognition theories applied to mathematics 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 they talk about, what they focus on, how they classify experience, what levels and kinds of generality occur to them, what is varied and what is fixed, what relationships they observe or construct and how they express them—much they way music, musicality, and a musician are recognized...?In this book a dynamic view of knowledge is taken by all the authors. Although knowledge is considered what is produced in learning environments, each chapter offers a different perspective on its relationship to the individual, group, activity, historical conventions, and authoritarian views of meaning...?New Directions for Situated Cognition in Mathematics Education provides a resource for educators, researchers and students to approach situated cognition th
出版日期Book 2008
關(guān)鍵詞Cognition; Directions; Education; Mathematics; New; Situated; Watson; Winbourne; geometry; mathematics educat
版次1
doihttps://doi.org/10.1007/978-0-387-71579-7
isbn_softcover978-1-4419-4398-9
isbn_ebook978-0-387-71579-7Series ISSN 0924-4921 Series E-ISSN 2214-983X
issn_series 0924-4921
copyrightSpringer-Verlag US 2008
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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.
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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.
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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.
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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.
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