New Directions for Situated Cognition in Mathematics Education

1. Introduction
Anne Watson, Peter Winbourne

2. School Mathematics As A Developmental Activity
Stanislav Stech

3. Participating In What? Using Situated Cognition Theory To Illuminate Differences In Classroom Practices
Maria Manuela David, Anne Watson

4. Social Identities As Learners And Teachers Of Mathematics
Mike Askew

5. Looking For Learning In Practice: How Can This Inform Teaching
Peter Winbourne

6. Are Mathematical Abstractions Situated?
Mehmet Fatih Ozmantar, John Monaghan

7. ‘We Do It A Different Way At My School’
Martin Hughes, Pamela Greenhough

8. Situated Intuition And Activity Theory Fill The Gap
Julian Williams, Liora Linchevski, Bilha Kutscher

9. The Role Of Artefacts In Mathematical Thinking: A Situated Learning Perspective
Madalena Pinto Santos, João Filipe Mates

10. Exploring Connections Between Tacit Knowing And Situated Learning Perspectives In The Context Of Mathematics Education
Cristina Frade, Jorge Tarcisio Falcão

11. Cognition And Institutional Setting
Erhan Bingolbali, John Monaghan

12. School Practices With The Mathematical Notion Of Tangent Line
Márcia Pinto, Valéria Moreira

13. Learning Mathematically As Social Practice In A Workplace Setting
Brian Hudson

14. Analysing Concepts of Community of Practice
Clive Kanes, Stephen Lerman

15. ‘No Way is Can’t’: A Situated Account of One Woman’s Uses and Experiences of Mathematics
Sandra Wilson, Peter Winbourne, Alison Tomlin

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Keywords: EDUCATION / General EDU000000