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Drawn into mathematics: applying student ideas about learning

journal contribution
posted on 2012-01-01, 00:00 authored by C Deed, B Pridham, Vaughan PrainVaughan Prain, R Graham
The value of learner-centered pedagogy is now widely recognized, with various learning theories proposed to explain and justify curricula and teaching approaches in these programs. In this paper we seek to contribute to this literature on applied or practical learning theory by incorporating recent research on embodied or grounded cognition. We illustrate the explanatory value of our account of applied learning through a case study of a pre-vocation year 10 mathematics class, and conclude by considering the implications for future design of this kind of program.

History

Journal

International journal of pedagogies and learning

Volume

7

Issue

1

Pagination

99 - 108

Publisher

Taylor & Francis

Location

Abingdon, Eng.

eISSN

1833-4105

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2012, eContent Management

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