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Exploring Connections Between Tacit Knowing And Situated Learning Perspectives In The Context Of Mathematics Education.
- Source :
- New Directions for Situated Cognition in Mathematics Education; 2008, p203-229, 27p
- Publication Year :
- 2008
-
Abstract
- 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]
Details
- Language :
- English
- ISBNs :
- 9780387715773
- Database :
- Supplemental Index
- Journal :
- New Directions for Situated Cognition in Mathematics Education
- Publication Type :
- Book
- Accession number :
- 33095991
- Full Text :
- https://doi.org/10.1007/978-0-387-71579-7_10