Before dividing we have to add: inter-viewing the foregrounds of indigenous students
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Date
Advisor
Coadvisor
Graduate program
Undergraduate course
Journal Title
Journal ISSN
Volume Title
Publisher
Unesp-dept Mathematica
Type
Article
Access right
Acesso aberto
Abstract
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.
Description
Keywords
Inter-viewing, Foreground, Cultural Borderline Position
Language
Portuguese
Citation
Bolema-mathematics Education Bulletin-boletim De Educacao Matematica. Rio Claro: Unesp-dept Mathematica, v. 22, n. 34, p. 237-262, 2009.
