Mathematics in Everyday Life Versus Mathematics in School:: A Question of Situated Cognition or a Question of Social Identities?

Detalhes bibliográficos
Autor(a) principal: de Abreu, Guida
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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spelling 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
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