Abstract
In the last 50 years, certain paradigm shifts have taken place in the conception of teaching. These shifts tended to broaden the conception of teaching from a focus on teaching of subject matter (Shulman, 1970), to a focus on contextual learning and teaching in the larger socioeconomic context of the school (UNESCO, 2004), to a focus on social production and reproduction of teaching and learning (Lerman, 2006). The shifts in the conception of teaching have reflected themselves in the roles of the teacher and learner, the meaning of the subject matter, the object of teaching, the role of social, economic, and cultural factors in shaping, and being shaped, by teaching and learning.
The social turn is intended to signal something different, namely the emergence into the mathematics education research community of theories that see meaning, thinking, and reasoning as products of social activity. This goes beyond the idea that social interactions provide a spark that generates or stimulates an individual’s internal meaning-making activity.
(Lerman, 2000, p. 23)
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Jurdak, M. (2016). Teaching Real-World Problem Solving in School Mathematics: A Multiple-Perspective Framework. In: Learning and Teaching Real World Problem Solving in School Mathematics. Springer, Cham. https://doi.org/10.1007/978-3-319-08204-2_12
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