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Participating in what? Using situated cognition theory to illuminate differences in classroom practices

Abstract:

This chapter looks at intentional teaching in detail, drawing out significant distinctions in whole-class interaction sequences which may, at first glance, look similar. Such episodes are sometimes analysed only according to the amount of participation, or the patterns of participation, rather than the mathematical qualities of participation. We find the notions of affordance, constraint and attunement helpful in looking at classroom interaction in terms of how mathematical activity is struct...

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Publication status:
Published
Peer review status:
Peer reviewed

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Publisher copy:
10.1007/978-0-387-71579-7_3

Authors


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Institution:
Universidade Federal de Minas Gerais
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Institution:
University of Oxford
Department:
Social Sciences Division - Educational Studies
Publisher:
Springer Publisher's website
Pages:
31-57
Host title:
New directions for situated cognition in mathematics education
Publication date:
2008
DOI:
URN:
uuid:d1fb8108-3bce-492a-9cf2-a3e920566238
Local pid:
ora:5522
ISBN:
9780387715773

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