id: 06083494
dt: a
an: 2012e.00178
au: Knijnik, Gelsa; Wanderer, Fernanda; de Oliveira, Claudio José
ti: Cultural differences, oral mathematics, and calculators in a teacher
    training course of the Brazilian landless movement.
so: Forgasz, Helen (ed.) et al., Towards equity in mathematics education.
    Gender, culture, and diversity. Berlin: Springer (ISBN
    978-3-642-27701-6/hbk; 978-3-642-27702-3/ebook). Advances in
    Mathematics Education, 245-259 (2012).
py: 2012
pu: Berlin: Springer
la: EN
cc: B50 C69 U79
ut: ethnomathematics; teacher training; Brazilian landless movement; use of
    calculators; cultural differences; adult education; oral mathematics
ci: ME 2005e.02014
li: doi:10.1007/978-3-642-27702-3_22
ab: Summary: This paper discusses aspects of a two-year study of a
    teacher-training course for adult mathematics education organized by a
    Brazilian landless peoples’ social movement. It takes
    ethnomathematics as a theoretical framework in which cultural
    differences are central. The paper analyzes some of the oral
    mathematics practices that mark the landless peoples’ culture
    studied. In particular, it discusses a pedagogical process involving
    the articulation of oral mathematics practices with the use of the
    calculator, focusing on how pre-service teachers give meaning to their
    experience and on how cultural differences operated in this setting. 
    This article is a reprint of [ZDM 37, No. 2, 101‒108 (2005; ME
    2005e.02014)]
rv: