Advertisement

Towards a Cultural Psychology Perspective on Transitions between Contexts of Mathematical Practices

Chapter
Part of the Mathematics Education Library book series (MELI, volume 27)

Keywords

Cultural Practice Social Identity Mathematical Cognition School Mathematic Mathematical Practice 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Abreu, G. de (1993). The relationship between home and school mathematics in a farming community in rural Brazil. Unpublished Doctoral Dissertation, Cambridge, Cambridge.Google Scholar
  2. Abreu, G. de (1995a). A teoria das representaçčes sociais e a cognição matemática [The social representations theory and the mathematical cognition]. Quadrante, 4(1), 25–41.Google Scholar
  3. Abreu, G. de (1995b). Understanding how children experience the relationship between home and school mathematics. Mind, Culture and Activity, 2(2), 119–142.Google Scholar
  4. Abreu, G. de (2000). Relationships between macro and micro sociocultural contexts: implications for the study of interactions in the mathematics classroom. Educational Studies in Mathematics, 41(1), 1–29.Google Scholar
  5. Abreu, G. de, Bishop, A., & Pompeu, G. (1997). What children and teachers count as mathematics. In T. Nunes & P. Bryant (Eds.), Learning and teaching mathematics: an international perspective (pp. 233–264). Hove, East Sussex: Psychology Press.Google Scholar
  6. Abreu, G. de, Cline, T. & Shamsi, T. (1999). Mathematics learning in multiethnic primary schools (ESRC-R000 222 381). Department of Psychology, University of Luton.Google Scholar
  7. Beach, K. (1999). Consequential transitions: a sociocultural expedition beyond transfer in education. Review of Research in Education, 24, 101–139.Google Scholar
  8. Bourdieu, P. (1995). Language and symbolic power. Cambridge, Massachusetts: Harvard University Press.Google Scholar
  9. Bruner, J. (1996). The culture of education. Cambridge, Mass.: Harvard University Press.Google Scholar
  10. Carraher, D.W., & Schliemann, A.D. (in press). Is everyday mathematics truly relevant to mathematics education? In M. Brenner & J. Moschkovich (Eds.), Everyday and academic mathematics in the classroom. Journal of Research in Mathematics Education Monograph.Google Scholar
  11. Cobb, P. (1995). Mathematical learning and small group interaction: four case studies. In P. Cobb & H. Bauersfeld (Eds.), The emergence of mathematical meaning (pp. 25–29). Hillsdale, New Jersey: Lawrence Erlbaum.Google Scholar
  12. Cole, M. (1995). Culture and cognitive development: from cross-cultural research to creating systems of cultural mediation. Culture & Psychology, 1(25–54).Google Scholar
  13. Cole, M. (1996). Cultural psychology. Cambridge, Mass.: The Belknap Press of Harvard University Press.Google Scholar
  14. Cole, M. (1998). Can cultural psychology help us to think about diversity? Mind, Culture and Activity, 5(4), 291–304.Google Scholar
  15. Duveen, G. (1997). Psychological development as a social process. In L. Smith, P. Tomlinson, & J. Dockerel (Eds.), Piaget, Vygotsky and beyond. London: Routledge.Google Scholar
  16. Duveen, G. (1998). The psychosocial production: social representations and psychologic. Culture & Psychology, 4(4), 455–472.Google Scholar
  17. Duveen, G. (in press). Representations, identities, resistance. In K. Deaux & G. Philogene (Eds.), Social representations: introductions and explorations. Oxford: Blackwell.Google Scholar
  18. Forman, E.A., Minick, N., & Stone, C.A. (Eds.). (1993). Contexts for learning. Oxford: Oxford University Press.Google Scholar
  19. Gay, J., & Cole, M. (1967). The new mathematics and an old culture: a study of learning among the Kpelle of Liberia. New York: Holt, Rinehart and Winston.Google Scholar
  20. Lave, J. (1977). Cognitive consequences of traditional apprenticeship training in West Africa. Anthropology and Education Quarterly, 8(3), 177–180.CrossRefGoogle Scholar
  21. Lave, J. (1988). Cognition in practice. Cambridge: Cambridge University Press.Google Scholar
  22. Litowitz, B.E. (1993). Deconstruction in the Zone of Proximal Development. In E. Forman, N. Minick, & C.A. Stone (Eds.), Contexts for learning (pp. 184–185). Oxford: Oxford University Press.Google Scholar
  23. Lloyd, B., & Duveen, G. (1992). Gender identities and education. London: Harvester Wheatsheaf.Google Scholar
  24. Miller, P.J., & Goodnow, J.J. (1995). Cultural practices: towards an integration of culture and development. In J.J. Goodnow, P.J. Miller, & F. Kessel (Eds.), Cultural practices as contexts for development (pp. 5–16). San Francisco, California: Jossey-Bass.Google Scholar
  25. Moscovici, S. (1998). The history and actuality of social representations. In U. Flick (Ed.), The Psychology of the Social (pp. 209–247). Cambridge: CUP.Google Scholar
  26. Nunes, T. Schliemann, A., & Carraher, D. (1993). Street mathematics and school mathematics. Cambridge: Cambridge University Press.Google Scholar
  27. Ratner, C. (1999). Three approaches to cultural psychology: a critique. Cultural Dynamics, 11(1), 7–31.CrossRefGoogle Scholar
  28. Ratner, C. (2000). Outline of a coherent, comprehensive concept of culture. Cross-Cultural Psychology Bulletin, 34(1 & 2), 5–11.Google Scholar
  29. Saxe, G. (1991). Culture and cognitive development: studies in mathematical understanding. Hillsdale, New Jersey: Lawrence Erlbaum.Google Scholar
  30. Saxe, G.B. (1982). Culture and the development of numerical cognition: studies among the Oksapmin of Papua New Guinea. In C.G. Brainerd (Ed.), Children’s logical and mathematical cognition (pp. 157–176). New York: Springer Verlag.Google Scholar
  31. Scribner, S. (1984). Cognitive studies of work (Special issue: The Quarterly Newsletter of the Laboratory of Human Cognition, Vol. 6, pp. 1–50). San Diego: University of California.Google Scholar
  32. Shweder, R.A. (1990). Cultural psychology-What is it? In J.W. Stiegler, R.A. Shweder, & G. Herdt (Eds.), Cultural psychology (pp. 1–43). Cambridge: Cambridge University Press.Google Scholar
  33. Tajfel, H. (1978). Social categorisation, social identity and social comparison. In H. Tajfel (Ed.), Differentiation between social groups: studies in social psychology of intergroup relations (pp. 61–76). London: Academic Press.Google Scholar
  34. Valsiner, J. (2000). Culture and human development. London: Sage.Google Scholar
  35. Van Oers, B. (1998). The fallacy of decontextualisation. Mind, Culture, and Activity, 5(2), 135–142.Google Scholar
  36. Vygotsky, L. (1978). Mind in society: the development of higher psychological processes. Cambridge, Mass: Harvard University Press.Google Scholar
  37. Wertsch, J.V. (1985). Introduction. In J.V. Wertsch (Ed.), Culture, communication and cognition (pp. 1–18). Cambridge: Cambridge University Press.Google Scholar
  38. Wertsch, J.V. (1991). Voices of the mind. Cambridge: Cambridge University Press.Google Scholar
  39. Wertsch, J.V. (1998). Mind as action. Oxford: Oxford University Press.Google Scholar

Copyright information

© Kluwer Academic Publishers 2002

Authors and Affiliations

  1. 1.Department of PsychologyUniversity of LutonLutonUK

Personalised recommendations