Research on the Infiltration of Mathematical Culture in Class from the Perspective of Situated Cognition Theory

Authors

  • Meifang Zhou Huanggang Normal University, Huanggang, Hubei 438000, China
  • Aimin Zheng Huanggang Experimental Kindergarten, Hubei 438000, China
  • Chenxiao Guo Huanggang Normal University, Huanggang, Hubei 438000, China
  • Huiru Chen Huanggang Normal University, Huanggang, Hubei 438000, China

Keywords:

mathematical culture, situated cognition theory, high school mathematics

Abstract

Mathematical culture contains mathematical ideas, methods, spirits, and their occurrence and evolution processes. Integrating mathematical culture into the mathematics class can develop students’ thinking and promote their comprehension of knowledge. The situated cognition theory helps students connect mathematical culture with real life. This paper analyzes the possibilities of integrating situated cognition theory with mathematical culture and explores the practical paths for such integration.

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Published

2023-09-20

How to Cite

Meifang Zhou, Aimin Zheng, Chenxiao Guo, & Huiru Chen. (2023). Research on the Infiltration of Mathematical Culture in Class from the Perspective of Situated Cognition Theory. esearch and dvances in ducation, 2(9), 15–19. etrieved from https://www.paradigmpress.org/rae/article/view/775

Issue

Vol. 2 No. 9 (2023): September

Section

Articles