Skip to main content
SpringerLink
Log in

Learners in Transition Between Contexts

  • Chapter
  • First Online:
Third International Handbook of Mathematics Education

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 27))

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.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 709.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 899.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 899.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Adam, S. (2003). Ethnomathematical ideas in the curriculum. In L. Bragg, C. Campbell, G. Herbert, & J. Mousley (Eds.), Mathematics Education Research: Innovation, Networking, Opportunity: Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 41–48). Melbourne, Australia: Mathematics Education Research Group of Australasia. Retrieved from http://www.merga.net.au/publications/counter.php?pub=pub_conf&id=1336.

    Google Scholar 

  • Alrø, H., & Skovsmose, O. (1996). Students’ good reasons. For the Learning of Mathematics, 16(3), 31–38.

    Google Scholar 

  • Alrø, H., & Skovsmose, O. (2002). Dialogue and learning in mathematics education: Intention, reflection, critique. Boston, MA: Kluwer Academic Publishers.

    Google Scholar 

  • Andersson, A. (2010). Can a critical pedagogy in mathematics lead to achievement, engagement and social empowerment? Philosophy of Mathematics Education, 25, 1–25. Retrieved from http://people.exeter.ac.uk/PErnest/pome25/index.html.

    Google Scholar 

  • Andersson, A. (2011, February). Interplays between context and students’ achievement of agency. Proceedings from 7th Conference for European Research in Mathematics Education, Rzeszów, Poland. Retrieved from http://www.cerme7.univ.rzeszow.pl/index.php?id=wg10

  • Anthony, G., & Walshaw, M. (2007). Effective pedagogy in mathematics/pangarau. Wellington, New Zealand: New Zealand Ministry of Education. Retrieved from http://www.educationcounts.edcentre.govt.nz/publications/series/ibes/effective_pedagogy_in_pangaraumathematics.

    Google Scholar 

  • Ascher, M., & Ascher, R. (1986). Ethnomathematics. History of Science, 14, 125–144.

    Google Scholar 

  • Atweh, B., & Brady, K. (2009). Socially response-able mathematics education: Implications of an ethical approach. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 267–276.

    Google Scholar 

  • Barta, J. (2002). The mathematical ecology of the Florida Seminole and its classroom implications. In W. Secada (Ed.), Changing faces of mathematics: Perspectives on Indigenous people of North America (pp. 167–174). Reston, VA: National Council of Teachers of Mathematics.

    Google Scholar 

  • Barta, J., & Brenner, M. E. (2009). Seeing with many eyes: Connections between anthropology and mathematics. In B. Greer, S. Mukhopadhyay, A. B. Powell, & S. Nelson-Barber (Eds.), Culturally responsive mathematics education (pp. 85–110). New York, NY: Routledge.

    Google Scholar 

  • Barton, B. (2004). Mathematics and mathematical practices: Where to draw the line? For the Learning of Mathematics, 24(1), 22–24.

    Google Scholar 

  • Biddy, T. (2009). How do pedagogic practices impact on learner identities in mathematics? In L. Black, H. Mendick, & Y. Solomon (Eds.), Mathematical relationships in education: Identities and participation (pp. 123–135). New York, NY: Routledge, Taylor and Francis.

    Google Scholar 

  • Bishop, A. J. (2004, July). Critical issues in researching cultural aspects of mathematics education. Paper presented in Discussion Group 2, 10th International Congress on Mathematics Education, Copenhagen, Denmark. Retrieved from http://www.icme-organisers.dk/dg02/.

  • Borba, M. C. (1990). Ethnomathematics in education. For the Learning of Mathematics, 10(1), 39–43.

    Google Scholar 

  • Brenner, M. E. (1998). Meaning and money. Educational Studies in Mathematics, 36(2), 123–155.

    Article  Google Scholar 

  • Brown, R. (2009). Teaching for social justice: Exploring the development of student agency through participation in the literacy practices of a mathematics classroom. Journal of Mathematics Teacher Education, 12(3), 171–185.

    Article  Google Scholar 

  • Cahnmann, M. S., & Remillard, J. T. (2002). What counts and how: Mathematics teaching in ­culturally, linguistically, and socioeconomically diverse urban settings. The Urban Review, 34(3), 179–204.

    Article  Google Scholar 

  • Campos, C. R., Wodewotzki, M. L., Jabobini, O. R., & Lombardo, D. F. (2010). Statistics education in the context of the critical education: Teaching projects. In C. Reading (Ed.), Data and context in statistics education: Towards an evidence-based society: Proceedings of the Eighth International Conference on Teaching Statistics (ICOTS8), July, 2010, Ljubljana, Slovenia. Voorburg, The Netherlands: International Statistical Institute. Retrieved from http://www.stat.auckland.ac.nz/∼iase/publications.php?show=icots8.

  • Cantoni, G. (1991). Applying a cultural compatibility model to the teaching of mathematics to indigenous populations. Journal of Navajo Education, 9(1), 33–42.

    Google Scholar 

  • Carraher, D. W., & Schliemann, A. D. (2002). Is everyday mathematics truly relevant to mathematics education?. In M. Brenner & J. N. Moschkovich (Eds.), Journal for Research in Mathematics Education Monograph: Everyday and academic mathematics in the classroom (Monograph) (pp. 131–153). Reston, VA: National Council of Teachers of Mathematics.

    Google Scholar 

  • César, M. (2007). Dialogical identities in students from cultural minorities or students categorised as presenting SEN: How do they shape learning, namely in mathematics. In ScTIG Group (Ed.), Second Socio-Cultural Theory in Educational Research and Practice Conference Proceedings. Manchester, UK: University of Manchester. Retrieved from http://www.education.manchester.ac.uk/research/centres/lta/ltaresearch/socioculturaltheoryinterestgroupsctig/socioculturaltheoryineducationconference2007/conferencepapers/groupthreepapers/files/.

  • Cobb, P., & Hodge, L. (2002, July). Learning, identity, and statistical data analysis., Paper presented at the Sixth International Conference on Teaching of Statistics, Cape Town, South Africa.

    Google Scholar 

  • Civil, M. (2008, July). Mathematics teaching and learning of immigrant students: A look at the key themes from recent research. Manuscript prepared for the 11th International Congress of Mathematics Education (ICME) Survey Team 5: Mathematics Education in Multicultural and Multilingual Environments, July 2008, Monterrey, Mexico. Retrieved from http://math.arizona.edu/∼cemela/english/content/ICME_PME/MCivil-SurveyTeam5-ICME11.pdf.

  • Civil, M. (n.d.). Building on community knowledge: An avenue to equity in mathematics education. Retrieved 1 June 2011 from http://cemela.math.arizona.edu/spanish/content/workingpapers/.

  • Civil, M., & Planas, N. (2010). Latino/a immigrant parents’ voices in mathematics education. In E. L. Grigorenko & R. Takanishi (Eds.), Immigration, diversity and education (pp. 130–150). New York, NY: Routledge.

    Google Scholar 

  • Cooper, B., & Harries, T. (2002). Children’s responses to contrasting “realistic” mathematics problems: Just how realistic are children ready to be? Educational Studies in Mathematics, 49, 1–23.

    Article  Google Scholar 

  • Crafter, S., & de Abreu, G. (2011, February). Teachers’ discussion of parental use of implicit and explicit mathematics in the home. Proceedings from 7th Conference for European Research in Mathematics Education, Rzeszów, Poland. Retrieved from http://www.cerme7.univ.rzeszow.pl/index.php?id=wg10.

  • D’Ambrosio, U. (1992). Ethnomathematics: A research program on the history and philosophy of mathematics with pedagogical implications. Notices of the American Mathematical Society, 39(10), 1183–1185.

    Google Scholar 

  • D’Ambrosio, U. (2010). Ethnomathematics: A response to the changing role of mathematics in society. Philosophy of Mathematics Education, 25. Retrieved from. http://people.exeter.ac.uk/PErnest/pome25/.

  • Davis, E. K., Seah, W. T., & Bishop, A. J. (2009). Students’ transition between contexts of mathematical practices in Ghana. Proceedings of 2009 Mathematical Association of Victoria Conference (pp. 62–71). Retrieved from http://www.mav.vic.edu.au/files/conferences/2009/10Davis.pdf.

  • de Abreu, G. (1993). The relationship between home and school mathematics in a farming community in rural Brazil (Unpublished doctoral dissertation). The University of Cambridge, Cambridge.

    Google Scholar 

  • de Abreu, G., Bishop, A. J., & Presmeg, N. C. (2002). Mathematics learners in transition. In G. de Abreu, A. J. Bishop, & N. C. Presmeg (Eds.), Transitions between contexts of mathematical practices (pp. 7–21). Dordrecht, The Netherlands: Kluwer Academic Publishers.

    Chapter  Google Scholar 

  • de Abreu, G., & Gorgorió, N. (2007). Social representations and multicultural mathematics teaching and learning. In D. Pitta-Pantazi & G. Philippou (Eds.), Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education, 22–26 February 2007, Larnaca, Cyprus (pp. 1559–1566). European Society for Research in Mathematics Education. Retrieved from http://ermeweb.free.fr/CERME5b/WG10.pdf.

  • Diversity in Mathematics Education Center for Learning and Teaching [DiME]. (2007). Culture, race, power and mathematics education. In F. K. Lester (Ed.), Second handbook of research in mathematics teaching and learning (pp. 405–433). Charlotte, NC: Information Age.

    Google Scholar 

  • Dowling, P. (2010, January). Abandoning mathematics and hard labour in schools: A new sociology of knowledge and curriculum reform. Paper presented at the Seventh Swedish Mathematics Education Research Seminar (MADIF-7), Stockholm, Sweden.

    Google Scholar 

  • Ernest, P. (2002). Empowerment in mathematics education. Philosophy of Mathematics Education, 15. Retrieved from http://people.exeter.ac.uk/PErnest/pome15/empowerment.htm.

  • Esmonde, I., & Saxe, G. B. (2004). ‘Cultural mathematics’ in the Oksapmin curriculum: Continuities and discontinuities. ICLS ‘04: Proceedings of the 6th International Conference on Learning Sciences. Retrieved from http://dl.acm.org/citation.cfm?id=1149146&dl=ACM&coll=DL&CFID=46231086&CFTOKEN=37114030.

  • Fairclough, N. (2003). Analysing discourse: Textual analysis for social research. London, UK: Routledge.

    Google Scholar 

  • Favilli, F., & Tintori, S. (2004). Intercultural mathematics education: Comments about a didactic proposal. In F. Favilli (Ed.), Ethnomathematics and mathematics education: Proceedings of the 10th International Congress of Mathematics Education Copenhagen. Discussion Group 15 Ethnomathematics (pp. 39–47). Pisa: Tipografia Editrice Pisana. Retrieved from http://www.dm.unipi.it/∼favilli/Ethnomathematics_Proceedings_ICME10.pdf.

    Google Scholar 

  • Frankenstein, M. (1998, July). Reading the world with maths: Goals for a critical mathematical literacy curriculum. Paper presented at the First International Conference of Mathematics Education and Society, Nottingham, UK. Retrieved from http://www.nottingham.ac.uk/csme/meas/measproc.html.

  • Frankenstein, M. (2010). Critical mathematics education: An application of Paolo Freire’s epistemology. Philosophy of Mathematics Education, 25. Retrieved from http://people.exeter.ac.uk/PErnest/pome25/index.html.

  • Gadamer, H.-G. (1996). Truth and method (2nd ed.). New York, NY: Continuum.

    Google Scholar 

  • Gee, J. P. (1996). Social linguistics and literacies: Ideologies in discourse. London, UK: Taylor and Francis.

    Google Scholar 

  • Gorgorió, N., & Planas, N. (2003). Transitions from backgrounds to foregrounds. Proceedings for the Third Congress for European Research in Mathematics Education. Retrieved from http://www.dm.unipi.it/∼didattica/CERME3/proceedings/Groups/TG10/TG10_Gorgorio_cerme3.pdf.

  • Gorgorió, N., & Planas, N. (2005). Social representations as mediators of mathematics learning in multiethnic classrooms. European Journal of Psychology of Education, 20(1), 91–104.

    Article  Google Scholar 

  • Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban, Latino school. Journal for Research in Mathematics Education, 34(1), 37–73.

    Article  Google Scholar 

  • Gutstein, E. (2007). “So one question leads to another”: Using mathematics to develop a pedagogy of questioning. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 1–9). New York, NY: Teachers College Press.

    Google Scholar 

  • Hand, V. (2003). Reframing participation: Meaningful mathematical activity in diverse classrooms. Unpublished doctoral dissertation, Stanford University.

    Google Scholar 

  • Ingram, N. (2011). Affect and identity: The mathematical journeys of adolescents (Ph.D. thesis). University of Otago, Dunedin, New Zealand.

    Google Scholar 

  • Jablonka, E., & Gellert, U. (2010). Ideological roots and uncontrolled flowering of alternative curriculum conceptions. In U. Gellert, E. Jablonka, & C. Morgan (Eds.), Proceedings of the Sixth International Mathematics Education and Society Conference, 20–25 March 2010 (pp. 31–39). Berlin: Freie Universität Berlin. Retrieved from http://www.ewi-psy.fu.berlin.de/en/v/mes6/research_papers/index.html.

  • Katsap, A., & Silverman, F. L. (2008). A case study of the role of ethnomathematics among teacher education students of highly diverse cultural backgrounds. Journal of Mathematics and Culture, 3(1), 66–102.

    Google Scholar 

  • Knijnik, G. (1998). Ethnomathematics and political struggles. Zentralblatt für Didaktik der Mathematik, 30(6), 188–194.

    Article  Google Scholar 

  • Knijnik, G., Wanderer, F., & Oliveira, C. J. D. (2005). Cultural differences, oral mathematics and calculators in a teacher training course of the Brazilian Landless Movement. Zentralblatt für Didaktik der Mathematik, 37(2), 101–108.

    Article  Google Scholar 

  • Laridon, P., Mosimege, M., & Mogari, D. (2005). Ethnomathematics research in South Africa. In R. Vithal, J. Adler, & C. Keitel (Eds.), Researching mathematics education? in South Africa (pp. 133–164). Pretoria, South Africa: Human Sciences and Research Council. Retrieved from http://www.hsrcpress.ac.za/product.php?productid=2034.

    Google Scholar 

  • Lipka, J., & Adams, B. L. (2004). Some evidence for ethnomathematics: Quantitative and qualitative data from Alaska. In F. Favilli (Ed.), Ethnomathematics and mathematics education: Proceedings of the 10th International Congress of Mathematics Education Copenhagen. Discussion Group 15 Ethnomathematics (pp. 87–98). Pisa, Italy: Tipografia Editrice Pisana. Retrieved from http://www.dm.unipi.it/∼favilli/Ethnomathematics_Proceedings_ICME10.pdf.

    Google Scholar 

  • Lipka, J., Hogan, M. P., Webster, J. P., Yanez, E., Adams, B., Clark, S., & Lacy, D. (2005). Math in a cultural context: Two case studies of a successful culturally based math project. Anthropology & Education Quarterly, 36(4), 367–385.

    Article  Google Scholar 

  • Lipka, J., Yanez, E., Andrew-Ihrke, D., & Adam, S. (2009). A two-way process for developing effective culturally-based math: Examples from math in a cultural context. In B. Greer, S. Mukhopadhyay, A. B. Powell, & S. Nelson-Barber (Eds.), Culturally responsive mathematics education (pp. 257–280). New York, NY: Routledge.

    Google Scholar 

  • Masingila, J. O. (1994). Mathematics practice in carpet laying. Anthropology & Education Quarterly, 25(4), 430–462.

    Article  Google Scholar 

  • Masingila, J. O. (1996, July). What can we learn from students’ out-of-school mathematics practices? Paper presented at Working Group 21, ICME 8, Seville, Spain.

    Google Scholar 

  • Masingila, J. O., Davidenko, S., & Prus-Wisniowska, E. (1996). Mathematics learning and practice in and out of schools: A framework for connecting these experiences. Educational Studies in Mathematics, 31, 175–200.

    Article  Google Scholar 

  • Massarwe, K., Verner, I., & Bshouty, D. (2010). An ethnomathematics exercise in analysing and constructing ornaments in a geometry class. Journal of Mathematics and Culture, 5(1), 1–20.

    Google Scholar 

  • Matthews, L. E. (2003). Babies overboard! The complexities of incorporating culturally relevant teaching into mathematics instruction. Educational Studies in Mathematics, 53(1), 61–82.

    Article  Google Scholar 

  • Moreira, D. (2007). Filling the gap between global and local mathematics. In D. Pitta-Pantazi & G. Philippou (Eds.), Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education 22–26 February 2007, Larnaca, Cyprus, (pp. 1587–1596). European Society for Research in Mathematics Education & Department of Education, University of Cyprus. Retrieved from http://ermeweb.free.fr/CERME5b/WG10.pdf.

  • Moreira, L., & Carreira, S. (1998). No excuses to command, not excuses to obey, no excuses to ignore. Some data to reflect upon. Proceedings of the First International Conference of Mathematics Education and Society, 6–11 September 1998, Nottingham, UK. Retrieved from http://www.nottingham.ac.uk/csme/meas/measproc.html.

  • Morgan, C. (2009). Questioning the mathematics curriculum: A discursive approach. In L. Black, H. Mendick, & Y. Solomon (Eds.), Mathematical relationships in education: Identities and participation (pp. 97–106). New York, NY: Routledge, Taylor and Francis.

    Google Scholar 

  • Mosimege, M., & Ismael, A. (2004). Ethnomathematical studies of Indigenous games: Examples from Southern Africa. In F. Favilli (Ed.), Ethnomathematics and mathematics education: Proceedings of the 10th International Congress of Mathematics Education Copenhagen. Discussion Group 15 Ethnomathematics (pp. 119–137). Pisa, Italy: Tipografia Editrice Pisana. Retrieved from: http://www.dm.unipi.it/∼favilli/Ethnomathematics_Proceedings_ICME10.pdf.

    Google Scholar 

  • Nasir, N. S., & Cobb, P. (2007). Introduction. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 1–9). New York, NY: Teachers College Press.

    Google Scholar 

  • Nasir, N. S., & Cooks, J. (2009). Becoming a hurdler: How learning settings afford identities. Anthropology & Education Quarterly, 40(1), 41–61.

    Article  Google Scholar 

  • Nkopodi, N., & Mosimege, M. (2009). Incorporating the indigenous game of morabaraba in the learning of mathematics. South African Journal of Education, 29(3), 377–392.

    Google Scholar 

  • Nunes, T., Schliemann, A. D., & Carraher, D. W. (1993). Street mathematics and school mathematics. New York, NY: Cambridge University Press.

    Google Scholar 

  • Pais, A. (2011). Criticism and contradictions of ethnomathematics. Educational Studies in Mathematics, 76, 209–230.

    Article  Google Scholar 

  • Paraide, P. (2005, March). The value of Indigenous mathematical knowledge in formal learning. Paper presented at the PNG Curriculum Reform Conference. Retrieved from http://www.pngcurriculumreform.ac.pg/research/evaluation.htm.

  • Patrick, R. (1999). Not your usual maths course: Critical mathematics for adults. Higher Education Research and Development, 18(1), 85–98. doi:10.1080/0729436990180107.

    Article  Google Scholar 

  • Powell, A. B., & Brantlinger, A. (2008). A pluralistic view of critical mathematics. In J. F. Matos, P. Valero, & K. Yasukawa (Eds.), Proceedings of the Fifth International Mathematics Education and Society Conference (pp. 424–433). Lisbon, Portugal: Centro de Investigação em Educação, Universidade de Lisboa and Department of Education, Learning and Philosophy, Aalborg University. Retrieved from http://pure.ltu.se/portal/files/2376304/Proceedings_MES5.pdf.

    Google Scholar 

  • Presmeg, N. C. (1996, July). Ethnomathematics and academic mathematics: The didactic interface. Paper presented at Working Group 21, ICME 8, Seville, Spain.

    Google Scholar 

  • Presmeg, N. C. (2002). Shifts in meaning during transitions. In G. de Abreu, A. J. Bishop, & N. C. Presmeg (Eds.), Transitions between contexts of mathematical practices (pp. 213–228). Dordrecht, The Netherlands: Kluwer Academic Publishers.

    Chapter  Google Scholar 

  • Radford, L. (2008). The ethics of being and knowing: Towards a cultural theory of learning. In L. Radford, G. Schubring, & F. Seeger (Eds.), Semiotics in mathematics education: Epistemology, history, classroom and culture (pp. 215–234). Rotterdam, The Netherlands: Sense Publishers.

    Google Scholar 

  • Roberts, T. (1997). Aboriginal maths: Can we use it in school? In N. Schott & H. Hollingworth (Eds.), Mathematics: Creating the future: Proceedings of the 16th Biennial Conference of the Australian Association of Mathematics Teachers (AAMT) (pp. 95–99). Adelaide, Australia: Australian Association of Mathematics Teachers.

    Google Scholar 

  • Rojas, Y. M. (2010). How students learn about data distribution from addressing a problem affecting their community. In C. Reading (Ed.), Data and context in statistics education: Towards an evidence-based society: Proceedings of the Eighth International Conference on Teaching Statistics (ICOTS8), July, 2010, Ljubljana, Slovenia. Voorburg, The Netherlands: International Statistical Institute. Retrieved from http://www.stat.auckland.ac.nz/∼iase/publications.php?show=icots8.

  • Shockey, T. L. (2002). Etnomatematica de uma classe profissional: Cirurgiões cardiovasculares [Ethnomathematics a Professional Class: Cardiovascular Surgeons]. Bolema, 15(17), 1–19.

    Google Scholar 

  • Skovsmose, O. (2004). Critical mathematics education for the future. Retrieved from http://www.icme10.dk/proceedings/pages/regular_pdf/RL_Ole_Skovsmose.pdf.

  • Skovsmose, O. (2005). Foreground and politics of learning obstacles. For the Learning of Mathematics, 25(1), 4–10.

    Google Scholar 

  • Stillman, G., & Balatti, J. (2001). Contribution of ethnomathematics to mainstream mathematics classroom practices. In B. Atweh, H. Forgasz, & B. Nebres (Eds.), Sociocultural research on mathematics education: An international perspective (pp. 313–328). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Stocker, D., & Wagner, D. (2007). Talking about teaching mathematics for social justice. For the Learning of Mathematics, 27(3), 17–21.

    Google Scholar 

  • Sundefeld, M. L. M. M., Homse, L. C., Prieto, A. K. C., & Rodrigues, M. A. B. (2010). The opinion of the family about the performance of the schoolchild bringing knowledge to his/her family: Statistics on prevention of mouth cancer. In C. Reading (Ed.), Data and context in statistics education: Towards an evidence-based society: Proceedings of the Eighth International Conference on Teaching Statistics (ICOTS8), July, 2010, Ljubljana, Slovenia. Voorburg, The Netherlands: International Statistical Institute. Retrieved from http://www.stat.auckland.ac.nz/∼iase/publications.php?show=icots8.

  • Tomlin, A. (2002). “Real life” in everyday and academic maths. In P. Valero & O. Skovsmose (Eds.), Mathematics education and society: Proceedings of the Third International Mathematics Education and Society Conference (pp. 1–9). Copenhagen, Denmark: Centre for Research in Learning Mathematics.

    Google Scholar 

  • Valero, P. (2010). Mathematics education as a network of social practices. In V. Durand-Guerrier, S. Soury-Lavergne, & F. Arzarello (Eds.), Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education, 28th January to 1st February 2009, Lyon (France) (pp. LIV–LXXX). Institut National de Recherche Pèdagogique. Retrieved from http://www.inrp.fr/editions/editions-electroniques/cerme6/plenary-2.

  • Vithal, R., & Skovsmose, O. (1997). The end of innocence: A critique of “ethnomathematics”. Educational Studies in Mathematics, 34, 131–158.

    Article  Google Scholar 

  • Wedege, T. (2010). Ethnomathematics and mathematical literacy: People knowing mathematics in society. In C. Bergsten, E. Jablonka, & T. Wedege (Eds.), Mathematics and mathematics education: Cultural and social dimensions: Proceedings of MADIF7, The Seventh Mathematics Education Research Seminar, Stockholm, January 26–27, 2010 (pp. 31–46). Linköping, Sweden: Svensk Förening för Matematikdidaktisk Forskning (SMDF).

    Google Scholar 

  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Willis, S. (1998). Perspectives on social justice, disadvantage and the mathematics curriculum. In C. Keitel (Ed.), Social justice and mathematics education: Gender, class, ethnicity, and the politics of schooling (pp. 1–19). Berlin, Germany: Freie Universität.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Malmö University, Malmö, Sweden

    Tamsin Meaney & Troels Lange

Authors
  1. Tamsin Meaney
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Troels Lange
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Tamsin Meaney .

Editor information

Editors and Affiliations

  1. Illinois State University, n/a, Normal, 61790-4520, Illinois, USA

    M.A. (Ken) Clements

  2. Fac. Education, Centre for Science, Mathematics &, Monash University, Clayton, 3800, Victoria, Australia

    Alan J. Bishop

  3. FB Erziehungswissenschaft und, Psychologie, FU Berlin, Habelschwerdter Allee 45, Berlin, 14195, Germany

    Christine Keitel

  4. Dept. Mathematics Education, University of Georgia, Aderhold Hall 105, Athens, 30602-7124, Georgia, USA

    Jeremy Kilpatrick

  5. Fac. Education, University of Hong Kong, Pokfulam Road, Hong Kong, Hong Kong SAR

    Frederick K.S. Leung

Rights and permissions

Reprints and permissions

Copyright information

© 2012 Springer Science+Business Media New York

About this chapter

Cite this chapter

Meaney, T., Lange, T. (2012). Learners in Transition Between Contexts. In: Clements, M., Bishop, A., Keitel, C., Kilpatrick, J., Leung, F. (eds) Third International Handbook of Mathematics Education. Springer International Handbooks of Education, vol 27. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-4684-2_6

Download citation

Publish with us

Policies and ethics

Search

Navigation