排序方式： 共有8条查询结果，搜索用时 15 毫秒
1
1.
Linda Prieto Lorena Claeys Everardo Lara González 《Journal of Latinos & Education》2015,14(2):125-134
This article exposes the ancient Nepohualtzitzin as an important contemporary mathematical tool. The design and development of Nepohualtzitzin Ethnomathematics Clubs (NECs) in predominantly Latina/o and low-income schools is also presented. NECs provide informal learning opportunities to develop and strengthen cultural connections to and abilities in mathematics for bicultural-bilingual learners, their parents, and teacher candidates. The formation of NECs is made possible through transnational alliances developed over time between the University of Texas at San Antonio, Secretaría de Educación Pública de México (Ministry of Public Education of Mexico), Coahuiltecan Indian Nation, Aztlán Associates, Danza Azteca Xinachtli, and Tzicatl—Community Development Corporation. 相似文献
2.
This communication discusses an aspect of language and culture that informs the identity of a group of Romany students as
they learn mathematics. Observations were made by the authors in a multicultural community in Athens. We explore how Romany
language roles and features significantly affect the teaching and learning of mathematics. As examples, the use of language
to create belonging, and the centrality of oral traditions are considered. The wider context of this language feature is situated
in, and cannot be separated from, other cultural features such as the everyday economic reality of Romany culture. 相似文献
3.
《Journal of Teaching in Social Work》2013,33(1-2):17-35
Social problems of the 1990s require Schools of Social Work to train managers who will assume leadership roles in complex, community-based agencies in communities of color. This paper examines how one School of Social Work developed a Management Laboratory field practicum with a federation of settlement houses located in a racially divided, ethnically diverse neighborhood in a major city. 相似文献
4.
Kay Owens 《Asia-Pacific Journal of Teacher Education》2014,42(2):186-207
Identity as a mathematics teacher is enhanced when a teacher explores the cultural setting of their mathematics. The reports of projects that link culture and mathematics were analysed to explore the impact of sociocultural situations together with affective and cognitive aspects of self-regulation on identity. The reports were written by pre-service and in-service, mainly secondary, teachers at the University of Goroka, Papua New Guinea. While all 239 reports were read and considered in terms of the thesis of this article, 60 (25%) were analysed in detail developing the argument. The results indicate the strengths of such projects to take account of cultural knowledge when colonised education systems are further modified through reforms that emphasise culture. The significance for teacher education is the role that an activity which links culture and school mathematics plays in building values and identities. 相似文献
5.
Jackeline Rodrigues Mendes 《Educational Studies in Mathematics》2007,64(2):217-230
This paper presents the results of a study developed in the context of indigenous teachers education from Xingu Indian Park, Brazil. The indigenous bilingual (or multilingual in some cases) teachers that participated in this education program were from 14 ethnic groups. The research focused on a mathematics textbook production, written in indigenous language by indigenous teachers to be used at schools in the Park. The paper discusses the numeracy-literacy practices in this process and focuses on the meanings, values and ways of use that are related to numbers, writing and drawing. In particular, mathematics problems written by the indigenous teachers (in indigenous language and Portuguese) are analyzed. The analysis shows how aspects of orality influence the writing of these problems. 相似文献
6.
《The Journal of educational research》2012,105(6):333-347
Abstract The authors examined the thinking of children who had the opportunity to construct personal knowledge about division of fractions. The authors based this study on a teaching experiment design and used relevant contexts/situations to foster students' development of knowledge. Participants were a group of mixed-ability, 5th-grade mathematics students. They used pictures, symbols, and words to resolve situations and communicate their solutions. The authors analyzed the solutions to describe the students' constructions of division-of-fractions concepts and procedures. All strategies that the students used represented some manifestation of conceptual knowledge about addition and subtraction of fractions and a definition of division. Some students developed formal symbolic procedures, and others developed pictorial procedures; none invented an invert-and-multiply procedure. Through the window of constructivism, this study allowed the authors to glimpse children's constructions of knowledge and provided alternatives to the traditional view of the expected procedure (invert and multiply) that children should learn for division of fractions. 相似文献
8.
The critique of ethnomathematics by Rowlands and Carson that appeared recently provides an opportunity to open debate on cultural
issues in mathematics. This response argues that such debate must be based on contemporary writing in the field, and should
not focus on extreme views within the political justification for ethnomathematics. It addresses some of the philosophical
questions raised by Rowlands and Carson, and the relationship of the field with indigenous knowledge is raised. We also suggest
that the role of ethnomathematics in mathematics education is now predominantly an empirical matter,and comment on some preliminary
results from recent studies that indicate a positive role for culturally-based curricula.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
1