## Mathematical Enculturation: A Cultural Perspective on Mathematics EducationMathematics is in the unenviable position of being simultaneously one of the most important school subjects for today's children to study and one of the least well understood. Its reputation is awe-inspiring. Everybody knows how important it is and everybody knows that they have to study it. But few people feel comfortable with it; so much so that it is socially quite acceptable in many countries to confess ignorance about it, to brag about one's incompe tence at doing it, and even to claim that one is mathophobic! So are teachers around the world being apparently legal sadists by inflicting mental pain on their charges? Or is it that their pupils are all masochists, enjoying the thrill of self-inflicted mental torture? More seriously, do we really know what the reasons are for the mathematical activity which goes on in schools? Do we really have confidence in our criteria for judging what's important and what isn't? Do we really know what we should be doing? These basic questions become even more important when considered in the context of two growing problem areas. The first is a concern felt in many countries about the direction which mathematics education should take in the face of the increasing presence of computers and calculator-related technol ogy in society. |

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### Innehåll

CHAPTER 2lEnvironmental Activities and Mathematical Culture | 20 |

CHAPTER 3lThe Values of Mathematical Culture | 60 |

CHAPTER 4Mathematical Culture and the Child | 82 |

CHAPTER 5Mathematical Enculturation The Curriculum | 92 |

CHAPTER 6Mathematical Enculturation The Process | 124 |

The Mathematical Enculturators | 160 |

NOTES | 180 |

APPENDIX | 195 |

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Mathematical Enculturation: A Cultural Perspective on Mathematics Education Alan Bishop Begränsad förhandsgranskning - 2012 |

Mathematical Enculturation: A Cultural Perspective on Mathematics Education Alan J. Bishop Fragmentarisk förhandsgranskning - 1988 |

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abstract analysis approach argue aspects become chapter characterised child classroom clearly Combinatorics complex concepts conceptualisations concerned connections construct context counting systems course create criteria cultural group described designing development of mathematical emphasises enculturation curriculum environment ethnomathematics example explanation feel geomancy geometric important individual influence interaction investigation kind knowledge frame Kpelle Lancy language learners learning logical magic squares mancala Mathe Mathematical activities Mathematical culture Mathematical development Mathematical enculturation process Mathematical ideas Mathematical knowledge Mathematicians Mathematics curriculum Mathematics Education community Mathematics teacher matical meanings measure metaknowledge mystery Napier's Bones nature Navajo numbers numerology objects offered Papua New Guinea particular perhaps perspective phenomena Platonic Solids play principle problem progress pupils Quipu rationalism recognise relation relationship role shape significant situation social society spatial string games structure symbolic technology symbolisations teacher education teaching techniques Temne tion understanding values of Mathematical

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