Incorporating out-of-school mathematics: from cultural context to embedded practice

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 identifi...

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Bibliographic Details
Published in:Journal of mathematics teacher education 2012-02, Vol.15 (1), p.9-23
Main Author: Wager, Anita A.
Format: Article
Language:English
Subjects:
Cultural Context
Education
Identification
Mathematics Education
Mathematics Instruction
Philosophy of Education
Teacher Education
Teaching and Teacher Education
Teaching Methods
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Summary: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.
ISSN:1386-4416
1573-1820
DOI:10.1007/s10857-011-9199-3