Skip to main content
Research Brief

Mathematics as a cross-setting phenomenon

August 1, 2011
There is growing understanding that learning develops across time and settings. This paper describes a particular case in which a fourth grade boy’s mathematics learning is shaped by experiences both at home and at school. It is relevant to researchers seeking to understand and study learning as a cross-setting phenomenon. It is relevant to ISE educators in that it raises questions about how to coordinate experiences between home and other settings.


  • BB 2015 leaves2
  • Citation

    Discipline: Education and learning science | Mathematics
    Audience: Elementary School Children (6-10) | Educators/Teachers | Museum/ISE Professionals | Evaluators

    If you would like to edit a resource, please email us to submit your request.