for the learning of mathematics

Cristina Frade ,  Peter Winbourne ,  Selma Moura Braga - Vol. 29 Num. 2 (2009)
 A mathematics-science community or practice: Reconceptualising transfer in terms of crossing boundaries


We offer a theoretical contribution to the discussion of transfer from a situated point of view. We reconceptualise what, within the school context, might be thought of in Bernstein's terms as the transfer of knowledge between two insulated vertical discourses. We describe an interdisciplinary project carried out by secondary mathematics and science teachers, and present two accounts of learning episodes to illustrate and amplify our ideas. We conclude with some discussion of how we might plan to develop interdisciplinary work using ideas of community of practice.


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