Titlebook: Cultural Perspectives on the Mathematics Classroom; Stephen Lerman Book 1994 Springer Science+Business Media Dordrecht 1994 Mathematica.an

covert

LEVER

gangrene

exquisite

女歌星

Glycogen

一起平行

https://doi.org/10.1057/9781137426246n made, in recent times, to challenge the Eurocentric bias in mathematics and this has led to a greater appreciation of the mathematical contributions of different cultures. While there is an ackowledgement that mathematics is a pan-human activity, there is no evidence either in the history of mathe

血友病

https://doi.org/10.1057/9781137426246n part, be explained by the siting, in a socio-cultural context, of its content and the most commonly experienced teaching style. I identify the mathematics encountered through formal education as resonant of a powerful male, eurocentric culture which reifies its own perception of objectivity and re

extinct

https://doi.org/10.1057/9781137426246e study of western subjects and that of intercultural interaction and communication (be it in the West or elsewhere), mathematics and mathematics education is still rarely connected to anthropology. So what can anthropology offer to the mathematics teachers? In my opinion, insights from at least fou

勤勞

https://doi.org/10.1057/9781137426246n the students had of their mathematics teachers. The subjects were 15 college students enrolled in “Mathophobia” workshops. Data were taken from autobiographical questionnaires and from recordings of discussions going on between the pupils and animators during the workshops. Analysis showed very cl