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Exploring Situated Insights Into Research and Learning

Jo Boaler 

January 2000, Volume 31, Issue 1, Page 113

In this report I offer an exploration of the insights that may be provided by a situated perspective on learning. Through an extension of my previous analysis of students learning mathematics in two schools (Boaler, 1998), I consider the ways in which a focus on the classroom community and the behaviors and practices implicit within such communities may increase one's understanding of students' mathematical knowledge production and use. The implications of such a focus for classroom pedagogy and assessment as well as for research in mathematics education are considered.