Learning Real-World Problem Solving in School Mathematics: A Multiple-Perspective Framework

Abstract

The multiple-perspective framework for learning real-world problem solving in school mathematics is grounded in two theories: the cultural historical activity theory (CHAT) and boundary objects. The first generation of CHAT involved the development of the concept of basic individual human activity (Leont’ev, 1981; Vygotsky, 1978); the second generation involved the development of collective activity as represented by the activity system (Engestrom, 1987); and the third generation involved the development of the interconnected activity system formed by two or more different but interacting activity systems (Engestrom, 2001). The multiple-perspective learning framework was also informed by the two concepts of boundary (Suchman, 1994) and boundary object (Star & Griesemer, 1989). Boundary crossing refers to a person’s transitions and interactions across different sites, and the concept of boundary object, refers to artifacts which facilitate crossing the boundary between two social worlds by fulfilling an interfacing function between them. Engestrom (2001) applied the two concepts of boundary crossing and boundary object to explain the transition and interaction between two or more different connected activity systems.