Abstract
The value of learner-centered pedagogy is now widely recognized, with various learning theories proposed to explain and justify curricula and teaching approaches in these programs. In this paper we seek to contribute to this literature on applied or practical learning theory by incorporating recent research on embodied or grounded cognition. We illustrate the explanatory value of our account of applied learning through a case study of a pre-vocation year 10 mathematics class, and conclude by considering the implications for future design of this kind of program.
