\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2012e.00267}
\itemau{Skovsmose, Ole; Alr\o, Helle; Valero, Paola; Scandiuzzi, Pedro Paulo; Silv\'erio, Ana Paula}
\itemti{``Before dividing we have to add": inter-viewing the foregrounds of indigenous students. (``Antes de dividir temos que somar": `entre-vistando' foregrounds de estudantes ind\'\i genas.)}
\itemso{Bolema 22, No. 34, 237-262 (2009).}
\itemab
Summary: Students' cultural diversity is an important factor to consider in a mathematics education concerned with equity. We argue that the significance of mathematics education is not only given by the understanding of mathematical concepts but also by students' foreground, that is, the students' perception of their future possibilities in life as made apparent to the individual by his/her social-political context. For students in a cultural borderline position, different reasons and intentions for engaging in mathematics learning may be related to the construction of meaning in mathematics. Through inter-viewing Brazilian Indian students' foreground, we illuminate the different types of significance given to mathematics education in their particular situation.
\itemrv{~}
\itemcc{C60 C30}
\itemut{inter-viewing; foreground; cultural borderline position}
\itemli{}
\end