How anthropology can contribute to mathematics education

Autores/as

  • Karen François Free University Brussels
  • Rik Pinxten University Ghent
  • Mônica Mesquita Lisboa University

Palabras clave:

Ethnomathematics, Multimathemacy, Situated Learning, Navajo Indians, Turkish Immigrants, Urban Boundaries Project, Etnomatemática, Multimatemacia, Aprendizagem Situada, Índios Navajos, Imigrantes Turcos, Projeto Fronteiras Urbanas

Resumen

Abstract

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.

Resumo

Este artigo começa a partir de duas afirmações com base em uma revisão de literatura. A primeira diz respeito ao processo de aprendizagem e afirma que a aprendizagem está situada e contextualizada socioculturalmente. A aprendizagem acontece no background e no foreground do aprendiz em seu ambiente particular de experiência. Esta afirmação baseia-se na abordagem de Vygotsky e a Psicologia Cultural (Cole, 1996) e no trabalho de Vithal e Skovsmose (1997).

A segunda afirmação diz respeito à teoria deficiente do processo de aprendizagem (em vez da deficiência do aluno). Com base em pesquisa comparativa internacional sobre as competências matemáticas reivindicamos que o abandono da escola por parte de muitos grupos de crianças (OECD, 2010) tem a ver com o sistema de aprendizagem insuficiente na escola que não se encaixa com o conhecimento do background diário das crianças.

Na parte final deste artigo apresentaremos três diferentes casos etnomatemáticos baseados nas práticas educativas que os autores desenvolveram nos últimos anos.

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Biografía del autor/a

Karen François, Free University Brussels

Professor Dr. at the Free University Brussels (Vrije Universiteit Brussel), Belgium.Director of the
Doctoral School of the Human Sciences at the same university.

Rik Pinxten, University Ghent

Professor  Dr.  at  the  University  Ghent  (Universiteit  Gent)  at  Ghent,  Belgium.Director  of  the
research  Centre  for  Intercultural  Communication  and  Interaction  (CICI)  at  the  same  university.

Mônica Mesquita, Lisboa University

Senior Researcher and Invited Teacher of Intercultural Master Course at the Lisboa University. She is the
Principal Researcher of Urban Boundaries Project.

Citas

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Publicado

2013-03-02

Cómo citar

François, K., Pinxten, R., & Mesquita, M. (2013). How anthropology can contribute to mathematics education. Revista Latinoamericana De Etnomatemática, 6(1), 20-39. Recuperado a partir de https://revista.etnomatematica.org/index.php/RevLatEm/article/view/53

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