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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 GrahamThe 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.
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Journal
International journal of pedagogies and learningVolume
7Issue
1Pagination
99 - 108Publisher
Taylor & FrancisLocation
Abingdon, Eng.Publisher DOI
eISSN
1833-4105Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2012, eContent ManagementUsage metrics
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