Overview

This book defends that math education should systematically start out from the diverse out-of-school knowledge of children and develop trajectories from there to the Academic Mathematics   tower of knowledge. Learning theories of the sociocultural school (Vygotsky and on) are used here, and ethnographic knowledge from around the world is shown to offer a rich and varied base for curricula. The book takes a political stand against the exclusively western focus  in OECD analyses and proposals on math education.  This book aims at agents in education and social actions in every cultural environment. But it is also attractive to mathematicians, anthropologists and other specialists. It offers a broad and scholarly view of knowledge and culture and a very original  transcultural and transdisciplinarian approach to education. Ubiratan D'Ambrosio, UNICAMP/Universidade Estadual de Campinas, Brazil

Full Product Details

Author:   Rik Pinxten
Publisher:   Springer International Publishing AG
Imprint:   Springer International Publishing AG
Edition:   Softcover reprint of the original 1st ed. 2016
Weight:   0.454kg
ISBN:  

9783319799179

ISBN 10:   3319799177
Pages:   190
Publication Date:   27 March 2019
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

Foreword.- Introduction. What ifs.- Worldview: sphere and worldview.-Part I: The general context of education.- 1. Education in a post-industrial world.- 2. Math education and culture: learning theories.- Part II: Epistemological questions on AM and EM.- 3. Foundational issues? Whitehead s Multiperspectivalness.- 4. Language and thought.- Part III: Ethnomathematics and education.- 5. Multimathemacy and education: general principles.- 6. Learning formal thinking in a culture-specific context.- 7. Combined mathematical operations: Locating and representing, measuring, designing, traditional building, archaeological digging, dancing, computer designing, storytelling, buying and selling.- 8.  Education in a school context.- 9. General conclusions.- 10. Appendix: Human Beings as Learners-in-Context: A Motor for the Capability Approach.- Bibliography.

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