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Mathematical Enculturation A Cultural Perspective on Mathematics Education

Mathematics is in the unenviable position of being simultaneously one of the most important school subjects for today's children to study and one of the least well understood. Its reputation is awe-inspiring. Everybody knows how important it is and everybody knows that they have to study it. Bu...

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Bibliographic Details
Main Author: Bishop, Alan
Format: eBook
Language:English
Published: Dordrecht Springer Netherlands 1991, 1991
Edition:1st ed. 1991
Series:Mathematics Education Library
Subjects:
Mathematics / Study And Teaching 
Mathematics Education
Online Access:
Collection: Springer Book Archives -2004 - Collection details see MPG.ReNa
Table of Contents:
  • 7.2. The preparation of Mathematical enculturators — preliminary thoughts
  • 7.3. The criteria for the selection of Mathematical enculturators
  • 7.4. The principles of the education of Mathematical enculturators
  • 7.5. Socialising the future enculturator into the Mathematics Education community
  • Notes
  • Index of Names
  • 1/Towards a Way of Knowing
  • 1.1. The conflict
  • 1.2. My task
  • 1.3. Preliminary thoughts on Mathematics education and culture
  • 1.4. Technique-oriented curriculum
  • 1.5. Impersonal learning
  • 1.6. Text teaching
  • 1.7. False assumptions
  • 1.8. Mathematical education, a social process
  • 1.9. What is mathematical about a mathematical education?
  • 1.10. Overview
  • 2/Environmental Activities and Mathematical Culture
  • 2.1. Perspectives from cross-cultural studies
  • 2.2. The search for mathematical similarities
  • 2.3. Counting
  • 2.4. Locating
  • 2.5. Measuring
  • 2.6. Designing
  • 2.7. Playing
  • 2.8. Explaining
  • 2.9. From ‘universals’ to ‘particulars’
  • 2.10. Summary
  • 3/The Values of Mathematical Culture
  • 3.1. Values, ideals and theories of knowledge
  • 3.2. Ideology — rationalism
  • 3.3. Ideology — objectism
  • 3.4. Sentiment — control
  • 3.5. Sentiment — progress
  • 3.6. Sociology — openness
  • 3.7. Sociology — mystery
  • 4/Mathematical Culture and the Child
  • 4.1. Mathematical culture — symbolic technology and values
  • 4.2. The culture of a people
  • 4.3. The child in relation to the cultural group
  • 4.4. Mathematical enculturation
  • 5/Mathematical Enculturation — The Curriculum
  • 5.1. The curriculum project
  • 5.2. The cultural approach to the Mathematics curriculum — five principles
  • 5.3. The three components of the enculturation curriculum
  • 5.4. The symbolic component: concept-based
  • 5.5. The societal component: project-based
  • 5.6. The cultural component: investigation-based
  • 5.7. Balance in this curriculum
  • 5.8. Progress through this curriculum
  • 6/Mathematical Enculturation — The Process
  • 6.1. Conceptualising the enculturation process in action
  • 6.2. An asymmetrical process
  • 6.3. An intentional process
  • 6.4. An ideational process
  • 7/TheMathematical Enculturators
  • 7.1. People are responsible for the process

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