Introduction

Abstract

Asserts that a central problem in the literature on situated cognition is that some authors who use mathematics as a focus for their studies, but are not mathematicians, tend to have two views of mathematics, i.e. instrumental learning of formal techniques in school, and fluid ad hoc informal mathematics out of school. Our view of mathematics is more complex—we see a range of different formal and informal mathematical practices within classrooms. Theories of situated cognition show that mathematical behaviour in, say, a supermarket, is essentially a different way of being than the mathematical behaviour required to be a nurse, except when he is shopping in a supermarket. The authors discuss some of the problems with situated perspectives and asserts that it is fundamental for us that education has to be seen as social—people become able to do things through intentional teaching that they would not otherwise be able to do, or would not even know of as do-able, on their own. School is not the only context in which mathematical learning happens. Our continued choice to see learning as situated in social, political and economic contexts is one of fundamental values, a desire to describe, explain and consider learning mathematics as a complex, human activity. It is not a claim of truth or totality. (PsycINFO Database Record (c) 2016 APA, all rights reserved)