Cultural Differences, Oral Mathematics, and Calculators in a Teacher Training Course of the Brazilian Landless Movement

Knijnik, Gelsa; Wanderer, Fernanda; Oliveira, Cláudio José de

doi:10.1007/978-3-642-27702-3_22

Cited by 4 publications

(4 citation statements)

References 7 publications

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“…Later Wittgenstein's ideas briefly presented here are in the kernel of the discussion undertaken in this paper. Knijnik (2007a, b) and Knijnik et al (2005), taking support from empirical studies performed with the MST, have shown that the language games that shape the landless peasant mathematics bear the marks of the orality of that peasant culture. Thus, for instance, to find how much could be made available monthly, during 1 year, with the 900 reais 7 obtained from the sale of 30 sacks of ecological rice, Seu Otílio, a 64-year-old peasant who only had 4 years of schooling, explained:…”

Section: Different Forms Of Life and Different Mathematicsmentioning

confidence: 94%

Mathematics education and differential inclusion: a study about two Brazilian time–space forms of life

Knijnik

Wanderer

2010

ZDM Mathematics Education

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The study discusses mathematics education from a Foucaultian genealogical perspective. It considers two Brazilian time-space forms of life. Both are situated in the southernmost state of the country. One occurred during the mid-twentieth century, while the other connected to the Movimento Sem Terra (Landless Movement), a national social movement, emerged 25 years ago precisely in this part of the country. The study analyzes two events of those forms of life: imposing the Portuguese language on the German colonization schools during the time of the Nationalization Campaign (1939)(1940)(1941)(1942)(1943)(1944)(1945) and the closing of the itinerant schools of the Landless Movement that happened recently. Using Later Wittgenstein ideas, some language games that constitute school mathematics and peasant mathematics in those two forms of life are described. Based on this description articulated with the discussion about Hardt and Negri's notion of differential inclusion, it is argued that school mathematics in those two different time-space forms of life works as a gear in the production of differential inclusion.

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Section: Different Forms Of Life and Different Mathematicsmentioning

confidence: 94%

Mathematics education and differential inclusion: a study about two Brazilian time–space forms of life

Knijnik

Wanderer

2010

ZDM Mathematics Education

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“…The mathematics used and developed by Western mathematicians is one kind of ethnomathematics (Borba, 1990), although academic mathematics has sociological implications that other kinds of mathematics do not have (Knijnik, Wanderer, & Oliveira, 2005). D'Ambrosio (1992) described a research program in ethnomathematics as "the study of the generation, organisation, transmission, dissemination and the use of jargons, codes, styles of reasoning, practices, results and methods" (p. 1183).…”

Section: Ethnomathematicsmentioning

confidence: 99%

Learners in Transition Between Contexts

Meaney

Lange

2012

Third International Handbook of Mathematics Education

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Abstract. In this chapter, we explore, from a social justice perspective, conceptions of learners in transition between contexts and evaluate pedagogical practices that have been advocated for such learners. Learning occurs as learners reflect on their transition between contexts, particularly when there are differences in what content knowledge is valued, the relationships between participants and how activities are undertaken. From this perspective, productive pedagogical practices for learners in transition are those that build and sustain relationships between learners and mathematics and between learners and others, including those outside the classroom. We look specifically at examples of pedagogical practices that draw on ethnomathematics and critical mathematics education for their inspiration.

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“…Knijnik, on the other hand, has developed theory out of practice. Her work with the Landless Peoples of Brazil has continued over many years (see, for example, Knijnik, 1993;Knijnik, Wanderer, & de Oliveira, 2005), and although she has drawn on theorists like Foucault, her writing "aims at discussing the conditions of possibility (the social, political and cultural context) for the emergence of statements about adult Brazilian peasant mathematics education, how such statements circulate in peasant pedagogical culture, and their effects of truth on school mathematics processes." (Knijnik, 2008, abstract).…”

Section: Ethnomathematics and Mathematics Educationmentioning

confidence: 99%

Cultural and Social Aspects of Mathematics Education: Responding to Bishop’s Challenge

Barton

Critical Issues in Mathematics Education

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Cultural Differences, Oral Mathematics, and Calculators in a Teacher Training Course of the Brazilian Landless Movement

Cited by 4 publications

References 7 publications

Mathematics education and differential inclusion: a study about two Brazilian time–space forms of life

Mathematics education and differential inclusion: a study about two Brazilian time–space forms of life

Learners in Transition Between Contexts

Cultural and Social Aspects of Mathematics Education: Responding to Bishop’s Challenge

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