In this article, the authors focus on the relationship between subject content and classroom practice. They put forward an argument for ‘situated learning’, which involves a re-conceptualization of knowledge itself, and understanding learning as being ‘enculturation’ into a particular domain of learning.*
LEARNING AND THE STRUCTURE OF CLASSROOM EXPERIENCE
Sam is five years old. He enjoys school and he particularly enjoys maths. Observed during a series of maths activities, he was seen to work extremely hard at the tasks in the commercial scheme used in his classroom. This work predominantly involved drawing objects to make up sets and then colouring the objects in the set. When asked what the work was all about, he said ‘colouring’. He called his maths workbook his ‘colouring book’ (Desforges and Cockburn, 1987). Sam’s view is quite common amongst 5-and 6-yearold pupils.