Mathematical and Pedagogical Understanding as Situated Cognition

One mathematics lesson was planned by two Grade 2 teachers together. Their separate teaching of it was videotaped, and each teacher was interviewed before and after her lesson. The "same" lesson resulted in different sets of worthwhile learning outcomes. In this research report, the notion...

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Veröffentlicht in:	International Group for the Psychology of Mathematics Education 2003, Vol.3, p.333
1. Verfasser:	Mousley, Judith A
Format:	Report
Sprache:	eng
Schlagworte:	Case Studies Cognitive Development Comparative Analysis Feedback (Response) Grade 2 Grade 6 Interviews Learning Strategies Mathematical Concepts Primary Education Social Cognition Teacher Educators Teaching Methods Visual Aids
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Beschreibung
Zusammenfassung:	One mathematics lesson was planned by two Grade 2 teachers together. Their separate teaching of it was videotaped, and each teacher was interviewed before and after her lesson. The "same" lesson resulted in different sets of worthwhile learning outcomes. In this research report, the notion of situated cognition is used as a tool for analysis of how this divergence seemed to happen. It is argued that the teachers' development and uses of mathematical concepts were mediated by the social situations. [For complete proceedings, see ED500858.]