Author(s): Skovsmose, Ole ; Alro, Helle ; Valero, Paola ; Scandiuzzi, Pedro Paulo [UNESP]
Date: 2015
Persistent ID: http://hdl.handle.net/11449/117730
Origin: Oasisbr
Subject(s): Inter-viewing; Foreground; Cultural Borderline Position; Inter-viewing; Inter-viewing; Foreground; Foreground; Cultural Borderline Position; Cultural Borderline Position
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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.
Univ Aalborg, Dept Educ Learning & Philosophy, Aalborg, Denmark
Univ Aalborg, Dept Commun, Aalborg, Denmark
Univ Estadual Paulista, UNESP, Dept Educ, Rio De Janeiro, Brazil
Creche Municipal Prof Iara Aparecida da Silva Lop, Potirendaba, SP, Brazil
Univ Estadual Paulista, UNESP, Dept Educ, Rio De Janeiro, Brazil
