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: Alro, Helle, Valero, Paola, Scandiuzzi, Pedro Paulo [UNESP]
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Institucional da UNESP
Texto Completo: http://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/3306/2782
http://hdl.handle.net/11449/117730
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.
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spelling Before dividing we have to add: inter-viewing the foregrounds of indigenous studentsInter-viewingForegroundCultural Borderline PositionStudents' 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.Univ Aalborg, Dept Educ Learning & Philosophy, Aalborg, DenmarkUniv Aalborg, Dept Commun, Aalborg, DenmarkUniv Estadual Paulista, UNESP, Dept Educ, Rio De Janeiro, BrazilCreche Municipal Prof Iara Aparecida da Silva Lop, Potirendaba, SP, BrazilUniv Estadual Paulista, UNESP, Dept Educ, Rio De Janeiro, BrazilUnesp-dept MathematicaUniv AalborgUniversidade Estadual Paulista (Unesp)Creche Municipal Prof Iara Aparecida da Silva LopSkovsmose, OleAlro, HelleValero, PaolaScandiuzzi, Pedro Paulo [UNESP]2015-03-18T15:56:50Z2015-03-18T15:56:50Z2009-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article237-262application/pdfhttp://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/3306/2782Bolema-mathematics Education Bulletin-boletim De Educacao Matematica. Rio Claro: Unesp-dept Mathematica, v. 22, n. 34, p. 237-262, 2009.0103-636Xhttp://hdl.handle.net/11449/117730WOS:000274255400010WOS000274255400010.pdfWeb of Sciencereponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporBolema-mathematics Education Bulletin-boletim De Educacao Matematicainfo:eu-repo/semantics/openAccess2023-10-02T06:08:27Zoai:repositorio.unesp.br:11449/117730Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T13:49:25.994035Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Before dividing we have to add: inter-viewing the foregrounds of indigenous students
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
Inter-viewing
Foreground
Cultural Borderline Position
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
Alro, Helle
Valero, Paola
Scandiuzzi, Pedro Paulo [UNESP]
author_role author
author2 Alro, Helle
Valero, Paola
Scandiuzzi, Pedro Paulo [UNESP]
author2_role author
author
author
dc.contributor.none.fl_str_mv Univ Aalborg
Universidade Estadual Paulista (Unesp)
Creche Municipal Prof Iara Aparecida da Silva Lop
dc.contributor.author.fl_str_mv Skovsmose, Ole
Alro, Helle
Valero, Paola
Scandiuzzi, Pedro Paulo [UNESP]
dc.subject.por.fl_str_mv Inter-viewing
Foreground
Cultural Borderline Position
topic Inter-viewing
Foreground
Cultural Borderline Position
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.
publishDate 2009
dc.date.none.fl_str_mv 2009-01-01
2015-03-18T15:56:50Z
2015-03-18T15:56:50Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/3306/2782
Bolema-mathematics Education Bulletin-boletim De Educacao Matematica. Rio Claro: Unesp-dept Mathematica, v. 22, n. 34, p. 237-262, 2009.
0103-636X
http://hdl.handle.net/11449/117730
WOS:000274255400010
WOS000274255400010.pdf
url http://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/3306/2782
http://hdl.handle.net/11449/117730
identifier_str_mv Bolema-mathematics Education Bulletin-boletim De Educacao Matematica. Rio Claro: Unesp-dept Mathematica, v. 22, n. 34, p. 237-262, 2009.
0103-636X
WOS:000274255400010
WOS000274255400010.pdf
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv Bolema-mathematics Education Bulletin-boletim De Educacao Matematica
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 237-262
application/pdf
dc.publisher.none.fl_str_mv Unesp-dept Mathematica
publisher.none.fl_str_mv Unesp-dept Mathematica
dc.source.none.fl_str_mv Web of Science
reponame:Repositório Institucional da UNESP
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Repositório Institucional da UNESP
collection Repositório Institucional da UNESP
repository.name.fl_str_mv Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv
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