Abstract
This paper provides a review of the claims of situated learning that
are having an increasing influence on education generally and mathematics
education particularly. We review the four central claims of situated
learning with respect to education: (1) action is grounded in the
concrete situation in which it occurs; (2) knowledge does not transfer
between tasks; (3) training by abstraction is of little use; and
(4) instruction must be done in complex, social environments. In
each case, we cite empirical literature to show that the claims are
overstated and that some of the educational implications that have
been taken from these claims are misguided.
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