Intercultural Perspectives on Mathematics Learning - Developing A Theoretical Framework  

Oleh:

Prediger, Suzanne

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: International Journal of Science and Mathematics Education vol. 2 no. 3 (2004), page 377-406.
Topik: FRAMEWORK; culture; cultural interaction; learning everyday thinking; theoretical perspectives on mathematics

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: II21.2 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

This paper explores Alan Bishops assumption that all formal mathematics education produces cultural conflicts between the childrens everyday culture and the culture of mathematics. Existing empirical studies support the assumption that mathematics learning indeed has some intercultural aspects which can be differentiated in language factors, effects of overlapping, divergent aims and purposes and moments of foreignness. Analysing mathematics learning in this way from an intercultural perspective allows us to integrate perspectives and results from psychological and pedagogical research on intercultural communication and intercultural learning into mathematics education research. Since these results are located on the descriptive and on the prescriptive level, they can be activated both for analysing and for arranging learning processes in an intercultural setting. Hence, in the third part, prescriptive consequences and didactical orientations are formulated for organising mathematics learning as intercultural learning.

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