The take-up of opportunities for applying school learning is often disappointing — to teachers, parents, employers, and many pupils. Not surprisingly, there is much controversy among researchers in mathematics education and related fields, as to the reasons. Here I argue that neither traditional views, with their simplistic faith in the basic continuity of knowledge across contexts, nor currently popular ‘insulationist’ views such as the strong form of situated cognition, which claims that transfer is basically not possible, are adequate. Instead, giving examples of why transfer is not dependable and often very difficult, I argue that, in order to realise any possibilities of transfer, it is necessary to analyse the discourses involved as systems of signs, and to look for appropriate points of articulation between them. I aim there by to clarify the problem and to contribute to efforts to help learners to build bridges between different practices, particularly between school and work.
- College Mathematic
- School Mathematic
- Mathematic Classroom
- Mathematic Learn
- Target Task
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Evans, J. (2000). The Transfer of Mathematics Learning From School to Work Not Straightforward But Not Impossible Either!. In: Bessot, A., Ridgway, J. (eds) Education for Mathematics in the Workplace. Mathematics Education Library, vol 24. Springer, Dordrecht. https://doi.org/10.1007/0-306-47226-0_2
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