Mathematical and pedagogical understanding as situated cognition
| Contribuinte(s) |
Pateman, N. Dougherty, B. Zilliox, J. |
|---|---|
| Data(s) |
01/01/2003
|
| Resumo |
One mathematics lesson was planned by two Grade 2 teachers together. TheirSeparate teaching of it was videotaped. and each teacher was interviewed before and after her lesson. The "same" lesson resulted in different sets of worthwhile learning outcomes. In this research report. the notion of situated cognition is used as a tool for analysis of how this divergence seemed to happen. It is agued that the teachers' development and uses of mathematical concepts were mediated by the social situations.<br /> |
| Identificador | |
| Idioma(s) |
eng |
| Publicador |
University of Hawai'i |
| Relação |
http://dro.deakin.edu.au/eserv/DU:30005030/mousley-mathematicalandpedagogical-2003.pdf |
| Direitos |
2003, PME and PMENA |
| Tipo |
Conference Paper |
