Abstract
A framework for discussing (through the concepts of ‘model’ and ‘field of experience’) the nature of the relationships between contexts and the formation of mathematical knowledge is proposed, and some educational, cultural and cognitive problems of situated teaching-learning are tackled within it. This framework is supported and illustrated with references to the curricular innovation and educational research carried out by the Genoa group, of which the authors are members.
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Dapueto, C., Parenti, L. Contributions and Obstacles of Contexts in the Development of Mathematical Knowledge. Educational Studies in Mathematics 39, 1–21 (1999). https://doi.org/10.1023/A:1003702003886
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DOI: https://doi.org/10.1023/A:1003702003886