Abstract
In his chapter, Clancey develops his transactional perspective by taking an interactional viewpoint as his primary point of reference. In this chapter, I argue that the distinction that Clancey draws between the interactional and transactional perspectives is a difference that makes a difference when theorizing about learning and practice. I first draw on Dewey’s pragmatism to clarify the criterion of usefulness as explanatory power that I use to assess the potential contributions of Clancey’s transactional perspective to the collective enterprise of mathematics education. I then focus on specific aspects of Clancey’s transactional perspective to illustrate its relevance in orienting instructional design and the analysis of learning in classroom settings.
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Cobb, P. (2011). The Contributions of the Transactional Perspective to Instructional Design and the Analysis of Learning in Social Context. In: Koschmann, T. (eds) Theories of Learning and Studies of Instructional Practice. Explorations in the Learning Sciences, Instructional Systems and Performance Technologies, vol 1. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-7582-9_17
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