Exploring Connections Between Tacit Knowing And Situated Learning Perspectives In The Context Of Mathematics Education.

This chapter explores connections between theories of tacit knowing and theories of situated learning and communities of practice aiming at a better understanding of school mathematics as a socio-cultural practice. By contrasting both school and other socio-cultural mathematical contexts, we discuss the usefulness of a perspective from which the identification and circulation of tacit knowing within school mathematics practice is a central concern. Empirical data are presented to illustrate our ideas. Key words: explicit-tacit knowing, competencies-in-activity, situated learning, school and out-of-school mathematical practices, mathematics education [ABSTRACT FROM AUTHOR]