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education with the cultural bases of knowledge and value orientations essential to the perpetuation of a community and its way of life. A balanced integration must be created. Over time, the emphasis on only modern education and Western-oriented curricula will by their nature and predisposition tend to

In: Alternative Forms of Knowing (in) Mathematics

capture one of the fundamental ideas of Marxian thought: the purpose of a theory of human activity must be to understand and capture the dynamic of life, not its structures. Just as grammar does not capture the dynamic aspect of a living language, which implies that it changes, the structure of

In: A Cultural-Historical Perspective on Mathematics Teaching and Learning

should real world problems be? More realistic problems are generally more complex and more complex problems demand more time to work them out. On the other hand a very simplified reality will not motivate students intrinsically to work for a solution (which is much better for a sustaining learning

In: Real-World Problems for Secondary School Mathematics Students

eggs. LEARNING MATHEMATICS AND MODELLING BY CALCULTING EGGS - SOME ARGUMENTS FROM MATHEMATICS EDUCATION Modelling of daily life objects is a topic which could be a motivating and fascinating access point to mathematics education. For this reason this chapter presents one such possibility, how an

In: Real-World Problems for Secondary School Mathematics Students

L. Verschaffel et al. (eds.), Words and Worlds: Modelling Verbal Descriptions of Situations, 111–130. © 2009 Sense Publishers. All rights reserved. MARILYN FRANKENSTEIN 6. DEVELOPING A CRITICALMATHEMATICAL1 NUMERACY THROUGH REAL REAL-LIFE WORD PROBLEMS INTRODUCTION: ALL MATHEMATICAL WORD

In: Words and Worlds

organic life only when it is its reflection on the ideal plane (of the researcher). The category is created such that it captures the living change of activity.3 Living activ- ity, an activity that changes, is self-moving; as a category of life, activity cannot be externally moved as well. With the

In: A Cultural-Historical Perspective on Mathematics Teaching and Learning

direct way would feel to me that I was living a useless life. And I wonder how beauty, humor, and joy fit into that picture, and what realistically can be done by one dude with a camera? Swapna: There seems to be some humility in this approach. Chris: I’m not sure I would characterize it that way. I

In: Alternative Forms of Knowing (in) Mathematics

also as my teacher and I see myself as his auditor since I have learned so much from him. This chapter is not meant to serve as a first draft of some forthcoming memoirs, of a mathematician cum mathematics educator. My academic life, fortunately, is continuing – and I am very happy to still be involved

In: Proficiency and Beliefs in Learning and Teaching Mathematics
Authors: and

all individuals’ rights to improve their living conditions and to participate in public life, and agendas that stress the relationship between education and economy in terms of developing a stock of human capital for employment in science and technology. MATHEMATICS CURRICULA AS A PRODUCT OF DUAL

In: Opening the Cage

(argumentation). CHAPTER 8 158 Certainly, he would disagree with a position like that of Hersh that “In mathematical practice, in the real life of living mathematicians, proof is convincing argument, as judged by qualified judges.” (1993, p. 389). I would maintain thus that there is no mathematical

In: Proof in Mathematics Education