Incorporating Out-of-School Mathematics: From Cultural Context to Embedded Practice

Autor/in	Wager, Anita A.
Titel	Incorporating Out-of-School Mathematics: From Cultural Context to Embedded Practice
Quelle	In: Journal of Mathematics Teacher Education, 15 (2012) 1, S.9-23 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-011-9199-3
Schlagwörter	Mathematics Education; Cultural Context; Mathematics Instruction; Identification; Teaching Methods; Models; Teacher Education + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Identifikation; Identifizierung; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Lehrerausbildung; Lehrerbildung
Abstract	Connecting students' cultural and community mathematical practices to school mathematics is a critical issue in mathematics education. The goal of the study was to identify how teachers incorporate children's cultural and out-of-school mathematics in instruction. Four related practices were identified, and three drew on children's cultural or out-of-school experiences: (a) using these experiences as contexts for problems, (b) linking these experiences to school mathematics, and (c) identifying embedded mathematical practices prominent in these experiences. A fourth category, teacher initiated situated settings, focused on shared experiences using the classroom as a site of culture. Findings suggest that these practices represent varying levels of complexity and that use of this framework might support teachers in better relating students' cultural and out-of-school experiences to mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10