Chapter 1 Introduction

Chapter 3 Participating In What? Using Situated Cognition Theory To Illuminate Differences In Classroom Practices

Chapter 4 Social Identities As Learners And Teachers Of Mathematics

Chapter 5 Looking For Learning In Practice: How Can This Inform Teaching

Chapter 6 Are Mathematical Abstractions Situated?

Chapter 7 ‘We Do It A Different Way At My School’

Chapter 8 New Directions for Situated Cognition in Mathematics Education

Chapter 9 The Role Of Artefacts In Mathematical Thinking: A Situated Learning Perspective

Chapter 10 Exploring Connections Between Tacit Knowing And Situated Learning Perspectives In The Context Of Mathematics Education

Chapter 11 Cognition And Institutional Setting

Chapter 12 School Practices With The Mathematical Notion Of Tangent Line

Chapter 13 Learning Mathematically As Social Practice In A Workplace Setting

Chapter 14 Analysing Concepts of Community of Practice

Chapter 15 ‘No Way is Can’t’: A Situated Account of One Woman’s Uses and Experiences of Mathematics