A Study of Situated Cognition and Transfer in Mathematics Learning

In this paper, we investigate the comparative effectiveness of two kinds of instructional methods in transfer of mathematics learning: one based on the situated cognition, i.e. situated learning (SL) and the other based on traditional learning (TL). Both classes (of grade 2) studied addition and subtraction of 3-digit numbers. After that, they completed two written tests (Written Test 1 included computation problems, Written Test 2 included computation problems and story problems) and a real situation test. As a result, no significant differences were found between the two groups' performance on computation skill in Written Tests 1 and 2. But the SL group performed significantly better on the performance of story problem and real situation test than TL group. This result indicated that the SL made improvement in transfer of mathematics learning. As a result of interviews with 12 children of the SL group were able to use contextual resources in solving real situation as well as story problems.