## Street Mathematics and School MathematicsCambridge University Press, 30 apr. 1993 - 170 pagina's People who learn to solve problems 'on the job' often have to do it differently from people who learn in theory. Practical knowledge and theoretical knowledge is different in some ways but similar in other ways - or else one would end up with wrong solutions to the problems. Mathematics is also like this. People who learn to calculate, for example, because they are involved in commerce frequently have a more practical way of doing mathematics than the way we are taught at school. This book is about the differences between what we call practical knowledge of mathematics - that is street mathematics - and mathematics learned in school, which is not learned in practice. The authors look at the differences between these two ways of solving mathematical problems and discuss their advantages and disadvantages. They also discuss ways of trying to put theory and practice together in mathematics teaching. |

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### Inhoudsopgave

What is street mathematics? | 1 |

II The significance of street mathematics | 6 |

1 Social factors in the emergence of street mathematics | 7 |

III Plan of the book | 11 |

Arithmetic in the streets and in schools | 13 |

II The cultural context | 15 |

III The empirical study | 17 |

2 Procedure | 18 |

II A psychological analysis of the concept of proportions | 78 |

Social and learning contrasts | 84 |

IV Solving problems about proportions | 87 |

V Conclusions | 101 |

Reversibility and transfer in the schema of proportionality | 103 |

I Proportionality in fishermens everyday life | 104 |

2 Seafood and other foods | 106 |

3 Hypothetical models for fishermens knowledge of proportions | 107 |

3 Results and discussion | 20 |

IV Further questions | 26 |

Written and oral arithmetic | 28 |

II The empirical study | 30 |

2 Subjects | 33 |

4 Results and discussion | 34 |

III Conclusions and further questions | 47 |

Situational representation in oral and written mathematics | 49 |

II Different views of schooling and cognitive development | 50 |

Farmers and students | 56 |

Arithmetic for the shop and for school | 62 |

V Conclusions | 74 |

Situational and mathematical relations A study on understanding proportions | 77 |

II Reversibility and transfer of fishermens knowledge of proportions | 108 |

2 Preservation of meaning in outofschool strategies to solve proportions problems | 114 |

3 A contrast between solving problems about fishing and about agriculture | 117 |

III Strategies in solving proportions problems in and out of school | 121 |

IV Conclusions | 126 |

Reflections on street mathematics in hindsight | 127 |

2 Psychological processes in mathematizing situations | 132 |

II Lessons for education | 147 |

2 Street mathematics school mathematics and critical thinking | 151 |

III Final comments | 153 |

References | 155 |

161 | |

### Overige edities - Alles weergeven

Street Mathematics and School Mathematics Terezinha Nunes,David William Carraher,Analucia Dias Schliemann Geen voorbeeld beschikbaar - 1993 |

### Veelvoorkomende woorden en zinsdelen

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### Verwijzingen naar dit boek

Doing Research/reading Research: A Mode of Interrogation for Education Andrew Brown,Paul Dowling Geen voorbeeld beschikbaar - 1998 |