김상룡 Sang Lyong Kim

DOI: JANT Vol.15(No.1) 1-11, 2012

Unlike traditional cognitive theory, situated cognition theory has been understood as a pedagogical theory that highly reflects the constructivist nature of learning, In order to practice situated learning in school, situations in the classroom are very important in which real teaching and learning occurs, Due to the fact that learning is the process of mental activities which is considerably dependent on conditions and context, it focuses more on the learning process and real-situation experiences rather than the result itself. In mathematics education, teaching students the ability to solve given problems in a conventional way is not enough anymore. The purpose of this research is to suggest the direction of mathematical education in the classroom by analyzing the implications of situated cognition theory and situated learning for ``doing mathematics`` in classroom teaching. In this research, we introduce briefly about situated cognition theory and situated learning, compare the phenomenon of mathematics in the classroom to that in the mathematician`s mind, and finally propose the applications of situated cognition theory in the mathematics education based on three perspectives of situated cognition theory the embodiment thesis, the embedding thesis, and the extension thesis.