Abstract
This chapter points out that one of the purposes of having mathematics as a school subject is that it can contribute directly to learners’ development of higher psychological functions, and hence to the development of their identity as mature people. It draws attention to the dangers of too narrow an interpretation of situated learning, and makes the case for mathematics in the school context being seen as having a deeper psychological effect than that of acquiring mathematical instruments to solve problems close to life. Rather, activity theory, with its different levels of operations, tasks and complex activities, is shown to enable mathematics in school to be seen as potentially contributing to the development of thinking, motivation and identity.
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Stech, S. (2008). School Mathematics As A Developmental Activity. In: Watson, A., Winbourne, P. (eds) New Directions for Situated Cognition in Mathematics Education. Mathematics Education Library, vol 45. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-71579-7_2
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DOI: https://doi.org/10.1007/978-0-387-71579-7_2
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