Download full textERIC Number: ED501036
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
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Mathematical and Pedagogical Understanding as Situated Cognition
Mousley, Judith A.
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v3 p333-340
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.]
Descriptors: Learning Strategies, Mathematical Concepts, Grade 2, Visual Aids, Interviews, Social Cognition, Cognitive Development, Case Studies, Grade 6, Primary Education, Teacher Educators, Comparative Analysis, Teaching Methods, Feedback (Response)
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Elementary Education; Grade 2; Grade 6; Primary Education
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Language: English
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