ABSTRACT
In this chapter, I consider further what might be meant by the context of mathematical thinking. At the same time, I consider various positions on the possibilities of the ‘transfer’ of learning. The transfer of learning refers in general to the use, in one context, of ideas and knowledge learned in another. This might take one of several forms:
1 the application of knowledge from pedagogic contexts to work or everyday activities
2 the ‘harnessing’ of out-of-school activities for the learning of school subjects 3 the use of a school subject like mathematics outside of its own domain, in
physics or economics.
