“Before dividing we have to add”: inter-viewing the foregrounds of indigenous students

Detalhes bibliográficos
Autor(a) principal: Skovsmose, Ole
Data de Publicação: 2009
Outros Autores: Alrø, Helle, Valero, Paola, Scandiuzzi, Pedro Paulo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Bolema: Boletim de Educação Matemática
Texto Completo: https://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/3306
Resumo: Students’ cultural diversity is an important factor to consider in a mathematics education concerned with equity. We argue that the significance of mathematics education is not only given by the understanding of mathematical concepts but also by students’ foreground, that is, the students’ perception of their future possibilities in life as made apparent to the individual by his/her social-political context. For students in a cultural borderline position, different reasons and intentions for engaging in mathematics learning may be related to the construction of meaning in mathematics. Through inter-viewing Brazilian Indian students’ foreground, we illuminate the different types of significance given to mathematics education in their particular situation. Keywords: Inter-viewing. Foreground. Cultural Borderline Position.
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spelling “Before dividing we have to add”: inter-viewing the foregrounds of indigenous students“Antes de dividir temos que somar”: ‘entre-vistando’ foregrounds de estudantes indígenasEntre-vista. Foreground. Posição Cultural de Fronteira.Students’ cultural diversity is an important factor to consider in a mathematics education concerned with equity. We argue that the significance of mathematics education is not only given by the understanding of mathematical concepts but also by students’ foreground, that is, the students’ perception of their future possibilities in life as made apparent to the individual by his/her social-political context. For students in a cultural borderline position, different reasons and intentions for engaging in mathematics learning may be related to the construction of meaning in mathematics. Through inter-viewing Brazilian Indian students’ foreground, we illuminate the different types of significance given to mathematics education in their particular situation. Keywords: Inter-viewing. Foreground. Cultural Borderline Position.A diversidade cultural dos estudantes é um fator importante a ser considerado na educação matemática que se preocupa com a igualdade. Sustenta-se que o significado da educação matemática não está vinculado apenas à compreensão de conceitos matemáticos mas, também, ao foreground dos estudantes, isto é, à percepção de suas possibilidades futuras na vida tal como aparecem ao indivíduo em seu contexto sociopolítico. Para os estudantes que estão em uma posição cultural de fronteira, as diferentes razões e intenções que os levam a envolver-se com a aprendizagem matemática podem estar relacionadas à construção de significado em Matemática. Entre-vistas com alguns estudantes indígenas do Brasil trazem à cena diferentes tipos de significados por eles atribuídos à Educação Matemática em suas situações particulares. Palavras chave: Entre-vista. Foreground. Posição Cultural de Fronteira.UNESP - Campus de Rio Claro - Instituto de Geociências e Ciências Exatas2009-12-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/3306Bolema: Boletim de Educação Matemática; v. 22 n. 34 (2009); 237-2621980-44150103-636Xreponame:Bolema: Boletim de Educação Matemáticainstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/3306/2782Skovsmose, OleAlrø, HelleValero, PaolaScandiuzzi, Pedro Pauloinfo:eu-repo/semantics/openAccess2015-09-24T00:54:10Zoai:periodicos.rc.biblioteca.unesp.br:article/3306Revistahttps://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/PUBhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/oaibolema.contato@gmail.com||romiarka@gmail.com1980-44150103-636Xopendoar:2015-09-24T00:54:10Bolema: Boletim de Educação Matemática - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv “Before dividing we have to add”: inter-viewing the foregrounds of indigenous students
“Antes de dividir temos que somar”: ‘entre-vistando’ foregrounds de estudantes indígenas
title “Before dividing we have to add”: inter-viewing the foregrounds of indigenous students
spellingShingle “Before dividing we have to add”: inter-viewing the foregrounds of indigenous students
Skovsmose, Ole
Entre-vista. Foreground. Posição Cultural de Fronteira.
title_short “Before dividing we have to add”: inter-viewing the foregrounds of indigenous students
title_full “Before dividing we have to add”: inter-viewing the foregrounds of indigenous students
title_fullStr “Before dividing we have to add”: inter-viewing the foregrounds of indigenous students
title_full_unstemmed “Before dividing we have to add”: inter-viewing the foregrounds of indigenous students
title_sort “Before dividing we have to add”: inter-viewing the foregrounds of indigenous students
author Skovsmose, Ole
author_facet Skovsmose, Ole
Alrø, Helle
Valero, Paola
Scandiuzzi, Pedro Paulo
author_role author
author2 Alrø, Helle
Valero, Paola
Scandiuzzi, Pedro Paulo
author2_role author
author
author
dc.contributor.author.fl_str_mv Skovsmose, Ole
Alrø, Helle
Valero, Paola
Scandiuzzi, Pedro Paulo
dc.subject.por.fl_str_mv Entre-vista. Foreground. Posição Cultural de Fronteira.
topic Entre-vista. Foreground. Posição Cultural de Fronteira.
description Students’ cultural diversity is an important factor to consider in a mathematics education concerned with equity. We argue that the significance of mathematics education is not only given by the understanding of mathematical concepts but also by students’ foreground, that is, the students’ perception of their future possibilities in life as made apparent to the individual by his/her social-political context. For students in a cultural borderline position, different reasons and intentions for engaging in mathematics learning may be related to the construction of meaning in mathematics. Through inter-viewing Brazilian Indian students’ foreground, we illuminate the different types of significance given to mathematics education in their particular situation. Keywords: Inter-viewing. Foreground. Cultural Borderline Position.
publishDate 2009
dc.date.none.fl_str_mv 2009-12-21
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://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/3306
url https://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/3306
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/3306/2782
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 UNESP - Campus de Rio Claro - Instituto de Geociências e Ciências Exatas
publisher.none.fl_str_mv UNESP - Campus de Rio Claro - Instituto de Geociências e Ciências Exatas
dc.source.none.fl_str_mv Bolema: Boletim de Educação Matemática; v. 22 n. 34 (2009); 237-262
1980-4415
0103-636X
reponame:Bolema: Boletim de Educação Matemática
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Bolema: Boletim de Educação Matemática
collection Bolema: Boletim de Educação Matemática
repository.name.fl_str_mv Bolema: Boletim de Educação Matemática - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv bolema.contato@gmail.com||romiarka@gmail.com
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