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New Directions for Situated Cognition in Mathematics Education

New Directions for Situated Cognition in Mathematics Education (Paperback)

£179.50
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Synopsis

This book draws together a range of papers by experienced writers in mathematics education who have used the concept of situated cognition in their research within recent years. No other books are available which take this view specifically in mathematics education. Thus it provides an up-to-date overview of developments and applications to which other researchers can refer and which will inspire future research.

Children'sEducational materialEducational: Mathematics & numeracyEducationEducation TheorySchoolsPre-school & kindergartenEducationTeaching SkillsTeaching of a specific subjectEducationTeaching SkillsTeaching skills & techniques Publisher: Springer-Verlag New York Inc. Publication Date: 12/02/2010 ISBN-13: 9781441943989  Details: Type: Paperback Format: Books
Availability: Printed to order. Despatched in 2-3 weeks.  

Anne Watson is Reader in Mathematics Education at the University of Oxford. Before that she taught for many years in maintained secondary schools which served socially diverse areas. She now works in teacher education, and her work with students, and in local schools, and her research is characterised by a concern for social justice through education. In particular, the nature of mathematics classrooms and adolescents' relationships within them are a central concern. She has published numerous books, articles and papers for both professional and academic audiences and is often asked to talk to national and international audiences of researchers and practitioners. Peter Winbourne currently lectures in mathematics education at the London South Bank University. After a long career teaching mathematics in inner city multicultural maintained schools, his passion for mathematics and social equity took him into teacher education, preparing people to work in similar schools. His interests developed from specific focus on the uses of new technologies to support learning to answering difficult questions such as why people should bother to learn at all. In answering these questions he has developed his understanding and ideas of theories of situated cognition, seeing these as illuminating the experiences of individuals as they become the people they are going to be.

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