Knowing and Identity: A Situated Theory of Mathematics Knowledge in Teaching

摘要: This chapter outlines a theoretical understanding of mathematics teachers’ subject knowledge as situated, exemplifying this with empirical data. A key work in defining the situated approach to is Lave and Wenger’s 1991 monograph. Whilst largely considered learning informal settings outside formal education, it has nevertheless been influential education. Surprisingly, however, given interest within there little attention from perspective issues teacher knowledge. Recognising nature suggests that focusing exclusively on isolation classroom context unlikely be effective. The resulting implications for teaching education are outlined discussed.