## Street Mathematics and School MathematicsPeople who learn to solve problems 'on the job' often have to do it differently from people who learn in theory. Practical knowledge and theoretical knowledge is different in some ways but similar in other ways - or else one would end up with wrong solutions to the problems. Mathematics is also like this. People who learn to calculate, for example, because they are involved in commerce frequently have a more practical way of doing mathematics than the way we are taught at school. This book is about the differences between what we call practical knowledge of mathematics - that is street mathematics - and mathematics learned in school, which is not learned in practice. The authors look at the differences between these two ways of solving mathematical problems and discuss their advantages and disadvantages. They also discuss ways of trying to put theory and practice together in mathematics teaching. |

### What people are saying - Write a review

We haven't found any reviews in the usual places.

### Contents

What is street mathematics? | 1 |

II The significance of street mathematics | 6 |

1 Social factors in the emergence of street mathematics | 7 |

III Plan of the book | 11 |

Arithmetic in the streets and in schools | 13 |

II The cultural context | 15 |

III The empirical study | 17 |

2 Procedure | 18 |

II A psychological analysis of the concept of proportions | 78 |

Social and learning contrasts | 84 |

IV Solving problems about proportions | 87 |

V Conclusions | 101 |

Reversibility and transfer in the schema of proportionality | 103 |

I Proportionality in fishermens everyday life | 104 |

2 Seafood and other foods | 106 |

3 Hypothetical models for fishermens knowledge of proportions | 107 |

3 Results and discussion | 20 |

IV Further questions | 26 |

Written and oral arithmetic | 28 |

II The empirical study | 30 |

2 Subjects | 33 |

4 Results and discussion | 34 |

III Conclusions and further questions | 47 |

Situational representation in oral and written mathematics | 49 |

II Different views of schooling and cognitive development | 50 |

Farmers and students | 56 |

Arithmetic for the shop and for school | 62 |

V Conclusions | 74 |

Situational and mathematical relations A study on understanding proportions | 77 |

II Reversibility and transfer of fishermens knowledge of proportions | 108 |

2 Preservation of meaning in outofschool strategies to solve proportions problems | 114 |

3 A contrast between solving problems about fishing and about agriculture | 117 |

III Strategies in solving proportions problems in and out of school | 121 |

IV Conclusions | 126 |

Reflections on street mathematics in hindsight | 127 |

2 Psychological processes in mathematizing situations | 132 |

II Lessons for education | 147 |

2 Street mathematics school mathematics and critical thinking | 151 |

III Final comments | 153 |

References | 155 |

161 | |

### Other editions - View all

Street Mathematics and School Mathematics Terezinha Nunes,David William Carraher,Analucia Dias Schliemann No preview available - 1993 |

### Common terms and phrases

analysis answer arithmetic practices arithmetic problems calculation Carraher centimeters chapter child cognitive computation exercises concepts contrast correct responses cruzeiros decimal developed dimensions everyday example farmers fish fishermen foremen formal test functional problems functional solution grade groups hypothesis informal mathematics informal test interviewed inverse inverse problems involved isomorphism of measures Jean Lave kilos of shelled knowledge of proportions learning lems linear model mathe Mathematics Education matics meters multiplication observed obtained oral and written oral arithmetic Percentage of correct performance pragmatic schemas price-weight prob problem situations problem solving procedures processed seafood professional carpenters questions ratio of unprocessed Recife relationship representation rule of three scalar solutions school mathematics social solving problems solving proportions problems strategy street and school street mathematics subjects Table task testing condition tions trait theories understanding unfamiliar scales unprocessed to processed unschooled values variables word problems Word problems Computation written arithmetic