Loughborough University
Leicestershire, UK
LE11 3TU
+44 (0)1509 263171
Loughborough University

Loughborough University Institutional Repository

Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/14199

Title: School mathematics and its everyday other? Revisiting Lave's 'Cognition in Practice'
Authors: Greiffenhagen, Christian
Sharrock, Wes
Keywords: Everyday mathematics
School mathematics
Street mathematics
Situated learning
Jean Lave
Issue Date: 2008
Publisher: © Springer Science + Business Media B.V.
Citation: GREIFFENHAGEN, C. and SHARROCK, W., 2008. School mathematics and its everyday other? Revisiting Lave's 'Cognition in Practice'. Educational Studies in Mathematics, 69 (1), pp. 1 - 21
Abstract: In the last three decades there have been a variety of studies of what is often referred to as ‘everyday’ or ‘street’ mathematics. These studies have documented a rich variety of arithmetic practices involved in activities such as tailoring, carpet laying, dieting, or grocery shopping. More importantly, these studies have helped to rectify outmoded models of rationality, cognition, and (school) instruction. Despite these important achievements, doubts can be raised about the ways in which theoretical conclusions have been drawn from empirical materials. Furthermore, while these studies rightly criticised prevalent theories of rationality and cognition as too simplistic to account for everyday activities, it seems that some of the proposed alternatives suffer from similar flaws (i.e., are straightforward inversions of the to-beopposed theories, rather than more nuanced views on complicated issues). In this article we illustrate our sceptical view by discussing four case studies in Jean Lave’s pioneering and influential ‘Cognition in Practice’ (1988). By looking at the case studies in detail, we investigate how Lave’s conclusions relate to the empirical materials and offer alternative characterisations. In particular, we question whether the empirical studies demonstrate the existence of two different kinds of mathematics (‘everyday’ and ‘school’, or ‘formal’ and ‘informal’) and whether school instruction tries to replace the former with the latter.
Description: This article was published in the journal Educational Studies in Mathematics [© Springer Science + Business Media B.V.]. The definitive version is available at: http://dx.doi.org/10.1007/s10649-008-9115-7
Version: Accepted for publication
DOI: 10.1007/s10649-008-9115-7
URI: https://dspace.lboro.ac.uk/2134/14199
Publisher Link: http://dx.doi.org/10.1007/s10649-008-9115-7
ISSN: 0013-1954
Appears in Collections:Published Articles (Social Sciences)

Files associated with this item:

File Description SizeFormat
greiffenhagen-sharrock-school_everyday.pdfAccepted version157.07 kBAdobe PDFView/Open

 

SFX Query

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.