id: 06082380
dt: j
an: 2012e.00267
au: Skovsmose, Ole; Alrø, Helle; Valero, Paola; Scandiuzzi, Pedro Paulo;
Silvério, Ana Paula
ti: “Before dividing we have to add": inter-viewing the foregrounds of
indigenous students. (“Antes de dividir temos que somar":
‘entre-vistando’ foregrounds de estudantes indígenas.)
so: Bolema 22, No. 34, 237-262 (2009).
py: 2009
pu: Universidade Estadual Paulista de Mesquita Filho, UNESP, Rio Claro
la: PT
cc: C60 C30
ut: inter-viewing; foreground; cultural borderline position
ci:
li:
ab: 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.
rv: