MULTIMATHEMACY: Anthropology and Mathematics Education

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Psychology, Teaching, Teaching Methods
Cover of the book MULTIMATHEMACY: Anthropology and Mathematics Education by Rik Pinxten, Springer International Publishing
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Author: Rik Pinxten ISBN: 9783319262550
Publisher: Springer International Publishing Publication: December 16, 2015
Imprint: Springer Language: English
Author: Rik Pinxten
ISBN: 9783319262550
Publisher: Springer International Publishing
Publication: December 16, 2015
Imprint: Springer
Language: English

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

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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

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