January 2000, Vol. 31, Issue 1
Exploring Situated Insights Into Research and Learning
Jo Boaler
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.
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