▁century , ▁situated ▁cogn ition ▁emer ged ▁as ▁a ▁theory ▁that ▁recognized ▁current ▁learning ▁as ▁primarily ▁the ▁transfer ▁of ▁de context ual ized ▁and ▁formal ▁knowledge . ▁B red o ▁( 1 9 9 4 ) ▁dep ict s ▁situated ▁cogn ition ▁as ▁" sh ifting ▁the ▁focus ▁from ▁individual ▁in ▁environment ▁to ▁individual ▁and ▁environment ". ▁In ▁other ▁words , ▁individual ▁cogn ition ▁should ▁be ▁considered ▁as ▁int imately ▁related ▁with ▁the ▁context ▁of ▁social ▁interactions ▁and ▁cult ur ally ▁constructed ▁meaning . ▁Learning ▁through ▁this ▁perspective , ▁in ▁which ▁known ▁and ▁doing ▁become ▁in separ able , ▁becomes ▁both ▁applicable ▁and ▁whole . ▁ ▁Much ▁of ▁the ▁education ▁students ▁receive ▁is ▁limited ▁to ▁the ▁culture ▁of ▁schools , ▁without ▁consideration ▁for ▁authentic ▁cult ures ▁outside ▁of ▁education . ▁C urr ic ula ▁fr amed ▁by ▁situated ▁cogn ition ▁can ▁bring ▁knowledge ▁to ▁life ▁by ▁embedding ▁the ▁learned ▁material ▁within ▁the ▁culture ▁students ▁are ▁familiar ▁with . ▁For ▁example , ▁formal ▁and ▁abstract ▁syntax ▁of ▁math ▁problems ▁can ▁be ▁transformed ▁by ▁placing ▁a ▁traditional ▁math ▁problem ▁within ▁a ▁practical ▁story ▁problem . ▁This ▁presents ▁an ▁opportunity ▁to ▁meet ▁that ▁appropriate ▁balance ▁between ▁situated ▁and ▁transfer able ▁knowledge . ▁Lam pert ▁( 1 9 8 7 ) ▁successfully ▁did ▁this ▁by ▁having ▁students ▁explore ▁mathematical ▁concepts ▁that ▁are ▁continuous ▁with ▁their ▁background ▁knowledge . ▁She ▁does ▁so ▁by ▁using ▁money , ▁which ▁all ▁students ▁are ▁familiar ▁with , ▁and ▁then ▁develop s ▁the ▁less on ▁to ▁include ▁more ▁complex ▁stories ▁that ▁allow ▁for