Abstract
This chapter explores connections between theories of tacit knowing and theories of situated learning and communities of practice aiming at a better understanding of school mathematics as a socio-cultural practice. By contrasting both school and other socio-cultural mathematical contexts, we discuss the usefulness of a perspective from which the identification and circulation of tacit knowing within school mathematics practice is a central concern. Empirical data are presented to illustrate our ideas.
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Frade, C., da Rocha Falcão, J. (2008). Exploring Connections Between Tacit Knowing And Situated Learning Perspectives In The Context Of Mathematics Education. In: Watson, A., Winbourne, P. (eds) New Directions for Situated Cognition in Mathematics Education. Mathematics Education Library, vol 45. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-71579-7_10
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DOI: https://doi.org/10.1007/978-0-387-71579-7_10
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