Numeracy as social practice
Tipo de documento
Autores
Jackson, Kara | Rogers, Alan | Street, Brian | Yasukawa, Keiko
Lista de autores
Jackson, Kara, Rogers, Alan, Street, Brian y Yasukawa, Keiko.
Resumen
What do we mean by “numeracy as social practice”? There is a growing body of research that has suggested that, similarly to literacy, what counts as numeracy and what it means to engage in numeracy cannot be understood apart from the social, cultural, and political contexts in which the mathematical activity is embedded (e.g. Harris, 1991; Hoyles, Noss, Kent, & Bakker, 2010; Lave, 1988; Mukhopadhyay & Roth, 2012; Nunes, Schliemann, & Carraher, 1993; Reder & Brynner, 2009; Saxe, 1991; Street, Baker, & Tomlin, 2005). The symposium brings together researchers who adopt a social practices approach to their research in numeracy, and those who are interested in the implications of this approach to numeracy for research, pedagogy, and policy.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Alfabetización matemática | Diversidad sociocultural | Otro (operaciones aritméticas) | Sociopolíticos | Teoría social del aprendizaje | Usos o significados
Enfoque
Nivel educativo
Educación primaria, escuela elemental (6 a 12 años) | Educación secundaria básica (12 a 16 años) | Educación superior, formación de pregrado, formación de grado
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Proceedings of the eighth international mathematics education and society conference (volumen 1)
Editores (actas)
Lista de editores (actas)
Greer, Brian y Mukhopadhyay, Swapna
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
145 - 149
Referencias
Baker, D. (1998). Mathematics as social practice: Implications for mathematics in teacher education. In P. Gates (Ed.), Proceedings of the First International Mathematics Education and Society Conference (pp. 66-72). Nottingham: Centre for the Study of Mathematics Education, University of Nottingham. d’Ambrosio, U. (1998). Literacy, matheracy, and technology: The new trivium for the era of technology. In P. Gates (Ed.), Proceedings of the First International Mathematics Education and Society Conference (pp. 9-11). Nottingham: Centre for the Study of Mathematics Education, University of Nottingham. Coben, D. (1998). Common sense or ‘good sense’? Ethnomathematics and the prospects for a Gramscian politics of adults’ mathematics education. In P. Gates (Ed.), Proceedings of the First International Mathematics Education and Society Conference (pp. 124-131). Nottingham: Centre for the Study of Mathematics Education, University of Nottingham. Coben, D. (2010). At the sharp end of education for an ethical, equitable, and numerate society: working in a safety-critical context – numeracy for nursing. In U. Gellert, E. Jablonka & C. Morgan (Eds.), Proceedings of the Sixth International Mathematics Education and Society Conference (pp. 9-21). Berlin: Freie Universität Berlin. Evans, J., & Tsatsaroni, A. (1998). You are as you read: the role of texts in the production of subjectivity. In P. Gates (Ed.), Proceedings of the First International Mathematics Education and Society Conference (pp. 168-177). Nottingham: Centre for the Study of Mathematics Education, University of Nottingham. Harris, M. (ed.). (1991). Schools, mathematics, and work. London: Falmer. Hoyles, C., Noss, R., Kent, P., & Bakker, A. (2010). Improving mathematics at work: The need for techno-mathematical literacies. London: Routledge. Kanes, C. (2002). Towards numeracy as a cultural historical activity system. In P. Valero, & O. Skovsmose (Eds.), Proceedings of the Third International Mathematics Education and Society Conference, Helsingør (pp. 395-394). Copenhagen, Roskilde, & Aalborg: Centre for Research in Learning Mathematics. Knijnik, G. (2008). Landless peasants of Southern Brazil and mathematics education: A study of three different language games. In J. F. Matos, P. Valero, & K. Yasukawa (Eds.), Proceedings of the Fifth International Mathematics Education and Society Conference (pp. 312-319). Lisbon: Centre de Investigação em Educação, Universidade de Lisboa, and Aalborg: Department of Education, Learning and Philosophy, Aalborg University. Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge: Cambridge University Press. Matos, J. F., & dos Santos, M. (2008). Activity, artefacts and power: contribution of activity theory and situated learning to the analysis of artefacts in mathematical thinking in practice. In J. F. Matos, P. Valero & K. Yasukawa (Eds.), Proceedings of the Fifth International Mathematics Education and Society Conference (pp. 386-397). Lisbon: Centre de Investigação em Educação, Universidade de Lisboa, and Aalborg: Department of Education, Learning and Philosophy, Aalborg University. Mukhopadhyay, S., & Roth, W.-M. (Eds.). (2012). Alternative forms of knowing (in) mathematics: Celebrations of diversity of mathematical practices. Rotterdam: Sense Publishers. Mukhopadhyay, S. (2013). The mathematical practices of those without power. In M. Berger, K. Brodie, V. Frith & K. le Roux (Eds.), Proceedings of the Seventh International Mathematics Education and Society Conference (pp. 94-102). Capetown: Hansa Print. Nunes, T., Schliemann, A., & Carraher, D. (1993). Street mathematics and school mathematics. Cambridge: Cambridge University Press. Reder, S., & Brynner, J. (Eds.). (2009). Tracking adult literacy and numeracy skills: Findings from longitudinal research. New York: Routledge. Saxe, G. B. (1991). Culture and cognitive development: Studies in mathematical understanding. Hillsdale, NJ: Lawrence Erlbaum. Street, B. V., Baker, D., & Tomlin, A. (2005). Navigating numeracies: Home/school numeracy practices. Dordrecht: Springer. Tomlin, A., Baker, D., & Street, B. (2002). Home and school numeracy practices: Where are the borders and overlap? In P. Valero & O. Skovsmose (Eds.), Proceedings of the Third International Mathematics Education and Society Conference (pp. 533-542). Copenhagen, Roskilde & Aalborg: Centre for Research in Learning Mathematics.