Situated cognition and the learning of mathematics

A ground-breaking collection of research and theoretical writing exploring the relationship between school-based learning of mathematics and learning mathematics in other situations. The chapters of this book expose differences between the use and learning of mathematics in school, home, everyday life and the workplace. Some difficulties in transferring knowledge of mathematics from one situation to another are made explicit through the consideration of differences. The ideas in this collection challenge the assumption that school-taught mathematics might be a suitable preparation for adult use of mathematics. Also examined is the possibility that school pupils' experience of using mathematics elsewhere might be harnessed for more effective school learning. The contributors come from a variety of backgrounds: teachers, mathematics educators, lecturers and researchers, in UK and elsewhere. They have all, in various ways, attempted to apply theories of situated cognition (most notably that of Jean Lave) to classrooms and other situations