InhaltsangabeLearning as Developing Identities in the Mathematics Classroom.- School Mathematics Learning: What did We Learn from 'Ardinas' Practice?.- Making Sense of Identity.- Tacit Knowledge and Situated Learning Perspectives.- Applications of Situated Cognition to Mathematical Learning.- Situated Intuition: The Case of Young Learners' Understanding of Integers.- Situated Abstraction in the Workplace: A Semiotic Perspective.- To What Extent are Mathematical Abstractions Situated?.- A Case of Transfer? Learning Mathematics at Home and School.- Settings for the Learning of Mathematics.- School Mathematics Practices.- Shared Local Practices in Lessons About the Tangent Line at A Technical School.- Complex Instruction.- Geometry in Mathematics Classes, Technology Classes, and Work Settings.- Theoretical Syntheses.

InhaltsangabeSchool Mathematics As A Developmental Activity.- Participating In What? Using Situated Cognition Theory To Illuminate Differences In Classroom Practices.- Social Identities As Learners And Teachers Of Mathematics.- Looking For Learning In Practice: How Can This Inform Teaching.- Are Mathematical Abstractions Situated?.- 'We Do It A Different Way At My School'.- Situated Intuition And Activity Theory Fill The Gap.- The Role Of Artefacts In Mathematical Thinking: A Situated Learning Perspective.- Exploring Connections Between Tacit Knowing And Situated Learning Perspectives In The Context Of Mathematics Education.- Cognition And Institutional Setting.- School Practices With The Mathematical Notion Of Tangent Line.- Learning Mathematically As Social Practice In A Workplace Setting.- Analysing Concepts of Community of Practice.- 'No Way is Can't': A Situated Account of One Woman's Uses and Experiences of Mathematics.

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