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Street Mathematics and School Mathematics

Social, Cognitive and Computational Persp

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Paperback | 8 November 1993

At a Glance

Paperback
184 Pages

Dimensions(cm)
22.86 x 15.24 x 1.07

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People who learn to solve problems 'on the job' often have to do it differently from people who learn in theory. Practical knowledge and theoretical knowledge is different in some ways but similar in other ways - or else one would end up with wrong solutions to the problems. Mathematics is also like this. People who learn to calculate, for example, because they are involved in commerce frequently have a more practical way of doing mathematics than the way we are taught at school. This book is about the differences between what we call practical knowledge of mathematics - that is street mathematics - and mathematics learned in school, which is not learned in practice. The authors look at the differences between these two ways of solving mathematical problems and discuss their advantages and disadvantages. They also discuss ways of trying to put theory and practice together in mathematics teaching.

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You Can Find This Book In

Non-Fiction Education Teaching of a Specific Subject Educational Psychology Mathematics Philosophy of Mathematics Psychology

Preface	p. vii
Series foreword	p. viii
What is street mathematics?	p. 1
Introduction	p. 1
The significance of street mathematics	p. 6
Social factors in the emergence of street mathematics	p. 7
Plan of the book	p. 11
Arithmetic in the streets and in schools	p. 13
Introduction	p. 13
The cultural context	p. 15
The empirical study	p. 17
Subjects	p. 17
Procedure	p. 18
Results and discussion	p. 20
Further questions	p. 26
Written and oral arithmetic	p. 28
Introduction	p. 28
The empirical study	p. 30
Experimental design	p. 30
Subjects	p. 33
Procedure	p. 33
Results and discussion	p. 34
Conclusions and further questions	p. 47
Situational representation in oral and written mathematics	p. 49
Introduction	p. 49
Different views of schooling and cognitive development	p. 50
Fieldwork in mathematics: Farmers and students	p. 56
Carpenters and apprentices: Arithmetic for the shop and for school	p. 62
Conclusions	p. 74
Situational and mathematical relations: A study on understanding proportions	p. 77
Introduction	p. 77
A psychological analysis of the concept of proportions	p. 78
Foremen and students: Social and learning contrasts	p. 84
Solving problems about proportions	p. 87
Conclusions	p. 101
Reversibility and transfer in the schema of proportionality	p. 103
Proportionality in fishermen's everyday life	p. 104
Catching, processing, and selling fish	p. 104
Seafood and other foods	p. 106
Hypothetical models for fishermen's knowledge of proportions	p. 107
Reversibility and transfer of fishermen's knowledge of proportions	p. 108
Inversion and transfer of proportional relations in isomorphism of measures situations	p. 108
Preservation of meaning in out-of-school strategies to solve proportions problems	p. 114
A contrast between solving problems about fishing and about agriculture	p. 117
Strategies in solving proportions problems in and out of school	p. 121
Conclusions	p. 126
Reflections on street mathematics in hindsight	p. 127
Psychology and street mathematics	p. 127
Defining mathematical activities	p. 127
Psychological processes in mathematizing situations	p. 132
Lessons for education	p. 147
Street mathematics in the classroom	p. 147
Street mathematics, school mathematics, and critical thinking	p. 151
Final comments	p. 153
References	p. 155
Index	p. 161
Table of Contents provided by Syndetics. All Rights Reserved.

Street Mathematics and School Mathematics

Social, Cognitive and Computational Persp

At a Glance

Paperback

Shipping

How to return your order

Defective items

You Can Find This Book In

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