François, Karen; Pinxten, Rik; Mesquita, Monica (2013). How anthropology can contribute to mathematics education. Revista Latinoamericana de Etnomatemática: Perspectivas Socioculturales de la Educación Matemática, 6(1), pp. 20-39 .
| PDF - Versión Publicada Disponible bajo la licencia Creative Commons No Comercial Sin Derivar. 459Kb |
URL Oficial: http://www.revista.etnomatematica.org/index.php/RL...
Resumen
This paper starts from two statements based on a literature review. The first one concerns the learning process and states that learning is situated and socioculturally contextualized. Learning happens in the space of the background and the foreground of the learner in his or her particular environment of experience. This statement is based on the Vygotsky and the Cultural psychology approach (Cole, 1996) and on the work of Vithal & Skovsmose (1997). The second statement concerns the deficient theory of the learning process (instead of the deficiently of the learner). Based on the international comparative research on mathematical skills we claim that the drop out of school of many groups of children (OECD, 2010) has to do with the insufficient learning system at school that fail to fit with the daily background knowledge of the children. In the final part of the paper we will present three different ethnomathematical cases based on the educational practices that the authors developed in recent years.
Tipo de Registro: | Artículo |
---|---|
Términos clave: | 12. Investigación e innovación en Educación Matemática > Marcos teóricos > Etnomatemática 12. Investigación e innovación en Educación Matemática > Marcos teóricos > Teorías de aprendizaje > Constructivismo social (Vygotsky) |
Nivel Educativo: | Título de grado universitario Estudios de posgrado |
Código ID: | 3094 |
Depositado Por: | Nury Bulla |
Depositado En: | 02 Ago 2014 16:38 |
Fecha de Modificación Más Reciente: | 17 Jul 2015 16:03 |
Valoración: |
Personal del repositorio solamente: página de control del documento