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Street Mathematics and School Mathematics : Learning in Doing: Social, Cognitive, and Computational Perspectives (Paperback) - Terezinha Nunes

Street Mathematics and School Mathematics

Learning in Doing: Social, Cognitive, and Computational Perspectives (Paperback)

Paperback Published: 8th November 1993
ISBN: 9780521388139
Number Of Pages: 184

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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.

Prefacep. vii
Series forewordp. viii
What is street mathematics?p. 1
Introductionp. 1
The significance of street mathematicsp. 6
Social factors in the emergence of street mathematicsp. 7
Plan of the bookp. 11
Arithmetic in the streets and in schoolsp. 13
Introductionp. 13
The cultural contextp. 15
The empirical studyp. 17
Subjectsp. 17
Procedurep. 18
Results and discussionp. 20
Further questionsp. 26
Written and oral arithmeticp. 28
Introductionp. 28
The empirical studyp. 30
Experimental designp. 30
Subjectsp. 33
Procedurep. 33
Results and discussionp. 34
Conclusions and further questionsp. 47
Situational representation in oral and written mathematicsp. 49
Introductionp. 49
Different views of schooling and cognitive developmentp. 50
Fieldwork in mathematics: Farmers and studentsp. 56
Carpenters and apprentices: Arithmetic for the shop and for schoolp. 62
Conclusionsp. 74
Situational and mathematical relations: A study on understanding proportionsp. 77
Introductionp. 77
A psychological analysis of the concept of proportionsp. 78
Foremen and students: Social and learning contrastsp. 84
Solving problems about proportionsp. 87
Conclusionsp. 101
Reversibility and transfer in the schema of proportionalityp. 103
Proportionality in fishermen's everyday lifep. 104
Catching, processing, and selling fishp. 104
Seafood and other foodsp. 106
Hypothetical models for fishermen's knowledge of proportionsp. 107
Reversibility and transfer of fishermen's knowledge of proportionsp. 108
Inversion and transfer of proportional relations in isomorphism of measures situationsp. 108
Preservation of meaning in out-of-school strategies to solve proportions problemsp. 114
A contrast between solving problems about fishing and about agriculturep. 117
Strategies in solving proportions problems in and out of schoolp. 121
Conclusionsp. 126
Reflections on street mathematics in hindsightp. 127
Psychology and street mathematicsp. 127
Defining mathematical activitiesp. 127
Psychological processes in mathematizing situationsp. 132
Lessons for educationp. 147
Street mathematics in the classroomp. 147
Street mathematics, school mathematics, and critical thinkingp. 151
Final commentsp. 153
Referencesp. 155
Indexp. 161
Table of Contents provided by Syndetics. All Rights Reserved.

ISBN: 9780521388139
ISBN-10: 0521388139
Series: Learning in Doing: Social, Cognitive, and Computational Perspectives (Paperback)
Audience: Professional
Format: Paperback
Language: English
Number Of Pages: 184
Published: 8th November 1993
Publisher: CAMBRIDGE UNIV PR
Country of Publication: GB
Dimensions (cm): 22.81 x 15.27  x 1.4
Weight (kg): 0.27