The importance of acknowledging the cultural dimension in mathematics teaching and learning research
2010 (English)In: Acta Didactica Napocensia, ISSN 2065-1430, Vol. 3, no 2, 3-16 p.Article in journal (Refereed) Published
In this paper, which is in four parts, I make a plea to those involved in research intomathematics teaching and learning of the need to acknowledge, however their work is framed, thatit will be located in a culture, not always visible to a reader, that should be made explicit. In thefirst part I examine three key models of culture and their significance for education. In the secondI further highlight the impact of culture on what children are expected by critiquing variousmodels of curriculum. The third part examines how culture informs the particularities of fourEuropean mathematics curricula, while the fourth part explores culturally located differences inmathematics teaching. In so doing a plea to researchers is framed: Culture permeates all aspects ofeducational endeavour and should be acknowledged more explicitly than it is.
Place, publisher, year, edition, pages
2010. Vol. 3, no 2, 3-16 p.
Mathematics education research; mathematics as a cultural construction
Research subject Mathematics Education
IdentifiersURN: urn:nbn:se:su:diva-94962OAI: oai:DiVA.org:su-94962DiVA: diva2:657243