Knowing and identity: A situated theory of mathematics knowledge in teaching

This chapter outlines a theoretical understanding of mathematics teachers’ subject knowledge as situated, exemplifying this with empirical data. A key work in defining the situated approach to knowledge is Lave and Wenger’s 1991 monograph. Whilst this work largely considered learning in informal settings outside formal education, it has nevertheless been influential in mathematics education. Surprisingly, however, given this interest within mathematics education, there has been little attention from this perspective to issues of mathematics teacher knowledge. Recognising the situated nature of mathematics knowledge suggests that focusing exclusively on mathematics knowledge in isolation from the classroom context is unlikely to be effective. The resulting implications for teaching and teacher education are outlined and discussed.