Mathematics in Everyday Life Versus Mathematics in School:: A Question of Situated Cognition or a Question of Social Identities?
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Data de Publicação: | 2012 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Psicologia (Universidade de Brasília. Online) |
Texto Completo: | https://periodicos.unb.br/index.php/revistaptp/article/view/17236 |
Resumo: | This paper aims to discuss how children experience the relationship between their home and school mathematics.An empirical study is presented in order to illustrate: (a) the need to move beyond the current "situated cognition" explanations;(b) an alternative explanation of that relationship in terms of "construction of social identities". The study was conductedamong school-children growing up in a farming community in the Northeast of Brazil, where home mathematics differsmarkedly from school mathematics. |
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Psicologia (Universidade de Brasília. Online) |
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Mathematics in Everyday Life Versus Mathematics in School:: A Question of Situated Cognition or a Question of Social Identities?A Matemática na Vida Versus na Escola:: Uma Questão de Cognição Situada ou de Identidades Sociais?CogniçãoCulturaContexto sócio-culturalAprendizagem da matemáticaIdentidade socialCognitionCultureSocio-cultural contextMathematics learningSocial identityThis paper aims to discuss how children experience the relationship between their home and school mathematics.An empirical study is presented in order to illustrate: (a) the need to move beyond the current "situated cognition" explanations;(b) an alternative explanation of that relationship in terms of "construction of social identities". The study was conductedamong school-children growing up in a farming community in the Northeast of Brazil, where home mathematics differsmarkedly from school mathematics.RESUMO - Este artigo objetiva discutir como crianças experienciam a relação entre a matemática da vida diária e a da escola. Um estudo empírico é apresentado visando ilustrar: (a) a necessidade de ir além das correntes explicações em termos de "cognição situada"; (b) uma explicação alternativa dessa relação em termos de "construção de identidades sociais". O estudo foi conduzido entre alunos de uma comunidade canavieira no Nordeste do Brasil, na qual a matemática da vida diária era diferente da matemática da escola.Instituto de Psicologia - Universidade de Brasília2012-09-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/revistaptp/article/view/17236Psicologia: Teoria e Pesquisa; Vol. 11 No. 2 (1995): Revista Psicologia: Teoria e Pesquisa; 85-93Psicologia: Teoria e Pesquisa; Vol. 11 Núm. 2 (1995): Revista Psicologia: Teoria e Pesquisa; 85-93Psicologia: Teoria e Pesquisa; Vol. 11 No. 2 (1995): Revista Psicologia: Teoria e Pesquisa; 85-93Psicologia: Teoria e Pesquisa; v. 11 n. 2 (1995): Revista Psicologia: Teoria e Pesquisa; 85-931806-34460102-3772reponame:Psicologia (Universidade de Brasília. Online)instname:Universidade de Brasília (UnB)instacron:UNBporhttps://periodicos.unb.br/index.php/revistaptp/article/view/17236/15727https://periodicos.unb.br/index.php/revistaptp/article/view/17236/15737de Abreu, Guidainfo:eu-repo/semantics/openAccess2018-10-18T14:16:40Zoai:ojs.pkp.sfu.ca:article/17236Revistahttps://periodicos.unb.br/index.php/revistaptp/indexPUBhttps://periodicos.unb.br/index.php/revistaptp/oairevistaptp@gmail.com1806-34460102-3772opendoar:2018-10-18T14:16:40Psicologia (Universidade de Brasília. Online) - Universidade de Brasília (UnB)false |
dc.title.none.fl_str_mv |
Mathematics in Everyday Life Versus Mathematics in School:: A Question of Situated Cognition or a Question of Social Identities? A Matemática na Vida Versus na Escola:: Uma Questão de Cognição Situada ou de Identidades Sociais? |
title |
Mathematics in Everyday Life Versus Mathematics in School:: A Question of Situated Cognition or a Question of Social Identities? |
spellingShingle |
Mathematics in Everyday Life Versus Mathematics in School:: A Question of Situated Cognition or a Question of Social Identities? de Abreu, Guida Cognição Cultura Contexto sócio-cultural Aprendizagem da matemática Identidade social Cognition Culture Socio-cultural context Mathematics learning Social identity |
title_short |
Mathematics in Everyday Life Versus Mathematics in School:: A Question of Situated Cognition or a Question of Social Identities? |
title_full |
Mathematics in Everyday Life Versus Mathematics in School:: A Question of Situated Cognition or a Question of Social Identities? |
title_fullStr |
Mathematics in Everyday Life Versus Mathematics in School:: A Question of Situated Cognition or a Question of Social Identities? |
title_full_unstemmed |
Mathematics in Everyday Life Versus Mathematics in School:: A Question of Situated Cognition or a Question of Social Identities? |
title_sort |
Mathematics in Everyday Life Versus Mathematics in School:: A Question of Situated Cognition or a Question of Social Identities? |
author |
de Abreu, Guida |
author_facet |
de Abreu, Guida |
author_role |
author |
dc.contributor.author.fl_str_mv |
de Abreu, Guida |
dc.subject.por.fl_str_mv |
Cognição Cultura Contexto sócio-cultural Aprendizagem da matemática Identidade social Cognition Culture Socio-cultural context Mathematics learning Social identity |
topic |
Cognição Cultura Contexto sócio-cultural Aprendizagem da matemática Identidade social Cognition Culture Socio-cultural context Mathematics learning Social identity |
description |
This paper aims to discuss how children experience the relationship between their home and school mathematics.An empirical study is presented in order to illustrate: (a) the need to move beyond the current "situated cognition" explanations;(b) an alternative explanation of that relationship in terms of "construction of social identities". The study was conductedamong school-children growing up in a farming community in the Northeast of Brazil, where home mathematics differsmarkedly from school mathematics. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-09-24 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.unb.br/index.php/revistaptp/article/view/17236 |
url |
https://periodicos.unb.br/index.php/revistaptp/article/view/17236 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.unb.br/index.php/revistaptp/article/view/17236/15727 https://periodicos.unb.br/index.php/revistaptp/article/view/17236/15737 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Instituto de Psicologia - Universidade de Brasília |
publisher.none.fl_str_mv |
Instituto de Psicologia - Universidade de Brasília |
dc.source.none.fl_str_mv |
Psicologia: Teoria e Pesquisa; Vol. 11 No. 2 (1995): Revista Psicologia: Teoria e Pesquisa; 85-93 Psicologia: Teoria e Pesquisa; Vol. 11 Núm. 2 (1995): Revista Psicologia: Teoria e Pesquisa; 85-93 Psicologia: Teoria e Pesquisa; Vol. 11 No. 2 (1995): Revista Psicologia: Teoria e Pesquisa; 85-93 Psicologia: Teoria e Pesquisa; v. 11 n. 2 (1995): Revista Psicologia: Teoria e Pesquisa; 85-93 1806-3446 0102-3772 reponame:Psicologia (Universidade de Brasília. Online) instname:Universidade de Brasília (UnB) instacron:UNB |
instname_str |
Universidade de Brasília (UnB) |
instacron_str |
UNB |
institution |
UNB |
reponame_str |
Psicologia (Universidade de Brasília. Online) |
collection |
Psicologia (Universidade de Brasília. Online) |
repository.name.fl_str_mv |
Psicologia (Universidade de Brasília. Online) - Universidade de Brasília (UnB) |
repository.mail.fl_str_mv |
revistaptp@gmail.com |
_version_ |
1800211711253282816 |