id: 05646136
dt: j
an: 2010a.00020
au: Skovsmose, Ole; Alrø, Helle; Valero, Paola; Silvério, Ana Paula;
Scandiuzzi, Pedro Paulo
ti: \lq\lq Before you divide, you have to add”. Interviewing Indian
students’ foregrounds.
so: RLE, Rev. Latinoam. Etnomat. 1, No. 2, 111-136 (2008).
py: 2008
pu: Universidad de Nariño, Facultad de Ciencias Exactas y Naturales,
Departamento de Matemáticas y Estadística, Pasto
la: ES
cc: A30 A40 D30 C60
ut: students’ foregrounds; borderland position; cultural diversity; meaning
construction in mathematics education; Brazilian indigenous communities
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 the students’
foreground, that is, the students’ perception of their future
possibilities in life as made apparent to the individual by his/her
socio-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
interviewing Brazilian Indian students’ foregrounds, we illuminate
the different types of significance given to mathematics education in
their particular situation.
rv: