Situated Cognition And Situated Learning In Mathematics Class

Situated cognition theory claims that students should learn through authentic situation. This kind of knowledge is active and can be transferred into other situations. What we are concerned about is that how the situated cognition theory guide authentic teaching and learning in mathematics class. This thesis studies the following issues: the basic viewpoints of situated cognition and situated learning; the teaching principles and models of situated learning and the roles teachers and students in the classroom; and how to use situated learning theory in mathematics class. The above issues are important to educational theory and practice. There are few studies to distinguish between situated cognition and situated learning. Based on the situated cognition theory, the thesis analyses its four basic hypotheses, and four elements of situated learning in classroom. In addition, most of other studies focus on theoretical research. This thesis not only deals with the theoretical issues of situated cognition and situated learning, but also carries out a case study on situated learning in mathematics class, and provides some suggestion for mathematics situated learning. The research methods of this study are document analysis and case study. The initial finds show that situated cognition and situated learning theory is helpful to situated learning in mathematics class, but we should pay more attention on situation and teachers'role. Meanwhile we should also foster students'ability of problem posing, collaboration, and intercommunion. At last, based on the characteristics of teachers'professional development, this thesis points out that teacher education should be also situated.