\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2007e.00168}
\itemau{Skovsmose, Ole; Alr\o, Helle; Valero, Paola}
\itemti{``Before you divide, you have to add'' inter-viewing Indian students' foregrounds.}
\itemso{International perspectives on social justice in mathematics education. Missoula, MT: University of Montana Press. 151-168 (2007).}
\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 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 inter-viewing Brazilian Indian students' foregrounds, we illuminate the different types of significance given to mathematics education in their particular situation.
\itemrv{~}
\itemcc{D30 A40 C60}
\itemut{cultural diversity; minority education; equal opportunities; student attitudes; intercultural differences; motivation for learning; ethnomathematics}
\itemli{}
\end