How anthropology can contribute to mathematics education

dc.creator	Karen François
dc.creator	Rik Pinxten
dc.creator	Mônica Mesquita
dc.date	2013-03-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:13:16Z
dc.date.available	2015-07-20T22:13:16Z
dc.identifier	2011-5474
dc.identifier	https://doaj.org/article/d6e33703d7754a7ca49c405becc58737
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/15890
dc.description	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.
dc.language	Spanish
dc.language	English
dc.language	Portuguese
dc.publisher	Universidad de Nariño
dc.relation	http://www.revista.etnomatematica.org/index.php/RLE/article/view/53/54
dc.relation	https://doaj.org/toc/2011-5474
dc.source	Revista Latinoamericana de Etnomatemática, Vol 6, Iss 1, Pp 20-39 (2013)
dc.subject	Ethnomathematics
dc.subject	Multimathemacy
dc.subject	Situated Learning
dc.subject	Navajo Indians
dc.subject	Turkish Immigrants
dc.subject	Urban Boundaries Project
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	How anthropology can contribute to mathematics education
dc.type	article