How anthropology can contribute to mathematics education
Tipo de documento
Autores
Lista de autores
François, Karen, Pinxten, Rik y Mesquita, Mônica
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.
Fecha
2013
Tipo de fecha
Estado publicación
Términos clave
Enfoque
Nivel educativo
Educación superior, formación de pregrado, formación de grado | Formación en posgrado
Idioma
Revisado por pares
Formato del archivo
Revista
Revista Latinoamericana de Etnomatemática: Perspectivas Socioculturales de la Educación Matemática
Volumen
6
Número
1
Rango páginas (artículo)
20-39
ISSN
20115474
Referencias
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