'No way is can't': a situated account of one woman's uses and experiences of mathematics / Sandra Wilson, Peter Winbourne, Alison Tomlin. Participating in what? Using situated cognition theory to illuminate differences In classroom practices / Maria Manuela David, Anne Watson -- Social identities as learners and teachers of mathematics / Mike Askew -- Looking for learning in practice: how can this inform teaching / Peter Winbourne -- Are mathematical abstractions situated? / Mehmet Fatih Ozmantar, John Monaghan -- 'We do it a different way at my school' / Martin Hughes, Pamela Greenhough -- Situated intuition and activity theory fill the gap / Julian Williams, Liora Linchevski, Bilha Kutscher -- The role of artefacts in mathematical thinking: a situated learning perspective / Madalena Pinto dos Santos, João Filipe Matos -- Exploring connections between tacit knowing and situated learning perspectives in the context of mathematics education / Cristina Frade, Jorge Tarcísio da Rocha Falcão -- Cognition and institutional setting / Erhan Bingolbali, John Monaghan -- School practices with the mathematical notion of tangent line / Márcia Pinto, Valéria Moreira -- Learning mathematically as social practice in a workplace setting / Brian Hudson -- Analysing concepts of community of practice / Clive Kanes, Stephen Lerman -- 'No way is can't': a situated account of one woman's uses and experiences of mathematics / Sandra Wilson, Peter Winbourne, Alison Tomlin.
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