03931nam a22004335i 4500001001800000003000900018005001700027007001500044008004100059020001800100020001900118024003500137040000900172082001200181100002600193245013400219264003800353300002100391336002600412337002600438338003900464347002400503490004000527505094400567520156401511650001503075650001703090650003103107650001503138650002703153650002503180650002803205700003103233710003403264773002003298776003603318830004003354856010303394978-0-387-71579-7DE-He21320260521091937.0cr nn 008mamaa100301s2008    xxu|    s    |||| 0|eng d  a9780387715797  a997803877157977 a10.1007/978-0-387-71579-72doi  cCICY04a3702231 aWatson, Ann.eeditor.10aNew Directions for Situated Cognition in Mathematics Educationh[recurso electrónico] /cedited by Ann Watson, Peter Winbourne. 1aBoston, MA :bSpringer US,c2008.  bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  arecurso en líneabcr2rdacarrier  atext filebPDF2rda1 aMathematics Education Library ;v450 aSchool Mathematics As A Developmental Activity -- Participating In What? Using Situated Cognition Theory To Illuminate Differences In Classroom Practices -- Social Identities As Learners And Teachers Of Mathematics -- Looking For Learning In Practice: How Can This Inform Teaching -- Are Mathematical Abstractions Situated? -- 'We Do It A Different Way At My School' -- Situated Intuition And Activity Theory Fill The Gap -- The Role Of Artefacts In Mathematical Thinking: A Situated Learning Perspective -- Exploring Connections Between Tacit Knowing And Situated Learning Perspectives In The Context Of Mathematics Education -- Cognition And Institutional Setting -- School Practices With The Mathematical Notion Of Tangent Line -- Learning Mathematically As Social Practice In A Workplace Setting -- Analysing Concepts of Community of Practice -- 'No Way is Can't': A Situated Account of One Woman's Uses and Experiences of Mathematics.  aNew Directions for Situated Cognition in Mathematics Education Edited by Anne Watson, University of Oxford Peter Winbourne, London South Bank University New Directions for Situated Cognition in Mathematics Education gathers current situated cognition theories as applied to the teaching and learning of mathematics by major thinkers in the field. Arranged to be read cover to cover or by the individual chapter, this unique volume examines situated cognition in all levels and contexts of math instruction, in traditional school settings, in adult education, at home, on the job, or on the street. Well-known authorities explore beyond traditional concepts of good practice and the relationship between knowledge and the learner while synthesizing insights from related perspectives, including semiotics, activity theory, ardinas practice, and Moll's concept of funds of knowledge. The emphasis is not merely on achieving standards or even gaining skills, but on learning as a lifelong activity as chapter authors address such questions as: What can math teachers do to make learning vital to children's identity? How does situated cognition relate to tacit knowledge? In what ways are mathematical abstractions situated? Can vocational math skills be learned away from the workplace? How is mathematics knowledge transferred from the class to the home environment? New Directions for Situated Cognition in Mathematics Education provides a diverse, well-organized resource for educators, researchers, and students to approach this powerful theoretical strand. 0aEDUCATION. 0aMATHEMATICS. 0aEARLY CHILDHOOD EDUCATION.14aEDUCATION.24aMATHEMATICS EDUCATION.24aCHILDHOOD EDUCATION.24aLEARNING & INSTRUCTION.1 aWinbourne, Peter.eeditor.2 aSpringerLink (Online service)0 tSpringer eBooks08iPrinted edition:z9780387715773 0aMathematics Education Library ;v4540uhttp://dx.doi.org/10.1007/978-0-387-71579-7zVer el texto completo en las instalaciones del CICY