CHALIMBANA UNIVERSITY

SCHOOL OF MATHEMATICS AND SCIENCE EDUCATION

DEPARTMENT OF MATHEMATICS

NAMES: JOHN MALINDA KAKOMA

STUDENT NUMBER: 2104132708

STUDENT CONTACT: 0968194732

email: malindakakoma74@yahoo.com

COURSE: MATHEMATICS METHODOLOGY

COURSE CODE: MET 3400

LECTURER: MR SINZALA

ASSIGNMENT: 03

DUE DATE: AUGUST, 2022

QUESTION:
Define and explain how situated learning theory is relevant to the teaching of
mathematics.

INTRODUCTION
A number of studies focus on the effects of situated learning and student knowledge acquisition. For
example, Zheng (2010) compared situated and traditional learning and found a positive correlation
between situated learning and the learner’s performance. In another study, Bell and
colleagues (2013) investigated the effectiveness of a teacher preparation program aligned with Situated
learning theory in improving preservice science teachers’ use of technology during their student teaching
experiences. The findings of this study suggest that situated learning theory may provide an effective
structure for preparing preservice teachers to integrate technology in ways that support reform‐based
instruction. Further, Catalano (2015) explored the efficacy of situated learning to facilitate the transfer of
knowledge from an instructional situation to its application in environments outside the classroom.  Their
findings suggest that learning based in situated environments transfers more frequently and provides
usable knowledge to real world contexts. This essay, therefore, endeavors to define situated learning
theory and its relevance to the teaching of mathematics.

DEFINING SITUATED LEARNING

Situated learning theory (SLT), first presented by Lave and Wenger (1991), explains the process and
development of learning when individuals have the opportunity to participate in a community of practice.
In such a community, new learners reach the level of the expert as they have more opportunities to
practice within the context of learning. In this light, learning is unintentional; In contrast with most
classroom learning activities that involve abstract knowledge which is and out of context, Lave argues
that learning is situated; that is, as it normally occurs, learning is embedded within activity, context and
culture. It is also usually unintentional rather than deliberate. Lave and Wenger call this a process of
“legitimate peripheral participation (LPP). In LPP, the learner moves from the periphery of the
community to the center as he/she gains expertise and engages and participates actively in the
sociocultural practices of the community (Lave & Wenger, 1991).
A similar theory is situated cognition, proposed by John Seely Brown, Allan Collins and Paul Duguid
(1989). Their proposition goes deeper into the social nature of learning and argues that learning cannot be
abstracted from the situations in which it is learned and merely be transferred or applied in school. In the
view of both theories, knowledge is situated as the product of the activity, context, and culture in which it
is authentically developed and used. The culture of conventional schooling influences what is
learned, and decontextualized instruction does not lead to effective learning.
Situated learning environments place students in learning situations where they are immersed in an
activity while using problem-solving (critical thinking) skills. These opportunities should involve a social
community that replicates real-world situations. In the end, the situated learning experience should
encourage students to tap their prior knowledge, build knowledge and skill, and challenge other learners.
It is a natural fit and an epitome of a true training session. 
Lave and Wenger (1991) discussed how apprentices become reliable members of the community.
Apprentices gain knowledge through their interactions with experts in that field. Situated learning gives
students the chance to engage with real-life, problem-solving contexts. This means that when designing
instructions, one must remember: (i) the best learning occurs when students are presented with a problem
themselves and must think through and act on like the experts. Problems must be realistic and relevant to
the situation (ii) the instructor acts as a coach and model instead of lecturer (iii) the learning environment
Page 2 of 6

John Kakoma
MET3400 – ASSIGNMENT 03
must promote reflection, discussion, and evaluative thinking. Students must actively engage in the
situation, even if most problems are group activities (iv) the “content” of a course is not neat packages of
information taught by the instructor but the information learned through the contextual and real-life
activities.
Situated learning is learning that takes place in the context in which it has to be applied. In today’s
context, what is very important is that the learner must see the benefit of the outcome of his/her learning
almost immediately which is possible only with hands-on practical learning.  Similarly, a learner will
learn quickly which she/he sees the outcome of a mistake made during the practical work situation. 
There are many examples of possible situated cognitive activities. However, these cannot replace
valuable, real-life experiences. Examples of situated activities are as follows:
 Cooperative internships that allow students to be immersed in the workplace
 Field trips in which students can experience the work environment
 Laboratory settings where students actively participate in mock activities
 Physical education and musical practices, which offer an identical scenario to real-life events, such as
sports training or a concert.
As the above examples demonstrate, situated learning occurs “in the situation.” The students are
addressing issues in real-life as they exist. The context and culture of the activity are as important as the
experience itself. Students build knowledge on their current understanding of the situation, which relies
heavily on the social and physical interactions.
THE RELEVANCY OF SITUATED LEARNING THEORY TO THE TEACHING OF
MATHEMATICS
Situated learning theory has the following advantages to the teaching of mathematics:
A focus on social learning: SLT has at its core the belief that learning must be social. An educator who
uses SLT in the classroom will therefore bring community members into the classroom, have students
learning in groups, provide opportunities for communication, and set up the classroom layout in table
groups rather than rows. It also links learning to life. Students are shown how the knowledge they are
learning is relevant to their real lives.
Learning must be active: Students learn mathematics effectively through active approaches such as
project-based learning. This allows students to make important neural connections and develop their
knowledge through trial-and-error.
Prepares students for the 21st Century: Students learn skills required in the workforce, and in
particular, are prepared for 21st Century workforces which require strong collaboration and
communication skills.
There are many ways to apply Situated Learning Theory in teaching of mathematics. However, four of
them have found great success in the training world (Sanome, 2016).
Group Activities: Field trips, where students actively participate in an unfamiliar environment offer
education and practical experiences where students are completely engrossed. An example is creating a
“Corporate Sales Office” as your classroom where learners are Sales Managers with independent targets
Page 3 of 6

John Kakoma
MET3400 – ASSIGNMENT 03
and client lists. Use these as classrooms in which students are put to work in situations that replicate
actual/real-life work settings, and illustrate scenarios where students are engaged in finding solutions to
real mathematical problems. As the theory suggests, the student is “situated” in the learning process, and
knowledge acquisition becomes a part of the mathematics learning activity. Context, culture, and learning
have greater alignment and superior learning outcomes are expected (Sfard, 1998).
Thus, unlike the acquisition of knowledge metaphor popular in cognitive learning models, the
participation metaphor accommodates student progress and growth: today, you act one way; tomorrow,
you may act differently. Students’ teamwork, whereby they help one another with tasks given by
teachers, benefits weak students, enabling them to contribute more, develop new understandings, and
acquire knowledge by experiencing and participating in real situations (Gablinske, 2014).
Role Play: Learning happens through the actions involved in everyday situations where learners have to
play certain roles. Mathematical knowledge is acquired contextually and is transferred only to similar
situations. Therefore it is important to indulge learners in role-playing situations that will engage the
learners in complex, realistic, problem-centered activities, and provide support in acquiring the desired
knowledge. To do this, one must recast their role from a teacher to a facilitator. It is important to track
and assess progress made by learners, build collaborative learning environments, encourage reflection,
and help them become more aware of contextual hints to aid understanding and be an effective tool for
knowledge transfer. (A. Contu & H.C. Willmott, 2003)
Scenario Based Learning: Learning Mathematics is not separated from the real world but exists in
robust, complex, social environments made up of actors, actions, and situations. Therefore, Mathematics
teachers must work on providing scenarios for new learners; knowing the type and intensity of guidance
necessary to help learners master these situations. As learners acquire additional skills, less support will
be needed. But the assessment of intellectual growth, through discussion, reflection, and evaluation, is
critical for the individual and the group of learners the individual is a part of. 
Using Technology: Mathematical Information and facts are hard to retain when they are explained
theoretically. Such concepts can be explained effortlessly when learners learn through a game or through
social media such as blogs, videos, or articles (Shaltry et al., 2013). Social networks
like Facebook, Twitter, Instagram, and Linkedin allow learners (once they have moved beyond personal
connections) to embrace a community where they can learn from each other (N. Mills, 2013) . Social
interactions play a significant role in the learning and teaching process of Mathematics. The contextual
understanding thus gained not only allows the learners to understand Mathematical concepts better but
also helps them learn from peers about how to apply them.

CONCLUSION
As Eduard Lindeman argued many years ago, learning is part of daily living. Problem-solving and
learning from experience are central processes, which is why Mathematics teachers need to reflect on
their understanding of what constitutes knowledge and practice. Perhaps one of the most important things
to grasp here is the extent to which education involves an informed and committed action. The context in
which we learn even simple arithmetic is extremely important.  It is possible that the vegetable vendor

Page 4 of 6

John Kakoma
MET3400 – ASSIGNMENT 03
was thinking in symbols, maybe 1 kilo is a circle and a 250 gms as a quarter of that circle rather than
getting bogged down by numbers.
Situated Learning actively promotes problem Solving and Critical Thinking Skills which are vital in the
learning and teaching of Mathematics. As the theory of Situated Learning suggests, the learning of
Mathematics is situated in the centre of the learning process and the acquisition of practical knowledge
becomes an embedded part of the learning activity, its context and the culture in which it is used and
developed. Today, situated learning is more relevant in the learning and teaching of Mathematics than
ever before in a world where continuous learning is the only mantra for success. The transition from a
Mathematics teacher to a facilitator has a direct bearing on the success of learners.  In today’s digital
world, creating a collaborative learning environment, encouraging reflection and helping learners to
become more aware of the context, helps in understanding Mathematics and in transference
 

REFERENCE
Brown, J.S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture of learning. Educational
Researcher, 18(1), 32-42.
Catalano, A. (2015). The effect of a situated learning environment in a distance education information
literacy course. The Journal of Academic Librarianship, 41(5), 653-659
Kakavelakis, K., & Edwards, T. (2012). SLT and agentic orientation: A relational sociology
approach. Management Learning, 43(5), 475-494.
Lave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in everyday life. Cambridge, UK:
Cambridge University Press.
Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK:
Cambridge University Press.
Mills, N. (2013). “Situated Learning through Social Networking Communities: The Development of Joint
Enterprise, Mutual Engagement, and a Shared Repertoire” in Calico Journal, Volume 28(2), pp.345-368.
doi: 10.11139/cj.28.2.345-368.
McLellan, H. (1995). Situated learning perspectives. Englewood Cliffs, NJ: Educational Technology
Publications.
Shaltry, C. et al. (2013). “Situated Learning with Online Portfolios, Classroom Websites, and Facebook”
in TechTrends, Volume 57(3). doi: 10.1007/s11528-013-0658-9.
Suchman, L. (1988). Plans and situated actions: the problem of human/machine communication.
Cambridge, UK: Cambridge University Press.

Page 5 of 6

John Kakoma
MET3400 – ASSIGNMENT 03
Zheng, R. (2010). Effects of situated learning on students’ knowledge acquisition: An individual
differences perspective. Journal of Educational Computing Research, 43(4), 467–487

Page 6 of 6

John Kakoma
MET3400 – ASSIGNMENT 03