Abstract
We come now to the second perspective on Mathematical Enculturation. The first perspective was that of the curriculum, which is the ‘objectified’ representation of Mathematical culture for our education purposes. That perspective helped us to think about the kinds of selected activities to be used for enculturating the young into that culture, and offered us a suitable structure for organising those activities into a coherent whole.
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Notes
An excellent discussion of goals and different ways to conceptualise them is given in Treffers (1987).
The range of possible projects and various teaching points concerning project-work are well illustrated by the Mathematical Association’s booklet Pupils Projects: Their Use in Secondary School Mathematics. See also ATM (1987), Isaacson (1987) and Mellin-Olsen (1987).
Useful discussions about Investigation work are to be found in ATM (1980) Mathematical Investigations in the Classroom, in ATM (1987), and in Isaacson (1987).
Other useful writing about group work is in Hoyles (1985), in Slavin et al. (1985), in Bishop and Goffree (1986) and in Barnes and Todd (1977).
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© 1991 Kluwer Academic Publishers
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Bishop, A.J. (1991). Mathematical Enculturation — The Process. In: Mathematical Enculturation. Mathematics Education Library, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-2657-8_6
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DOI: https://doi.org/10.1007/978-94-009-2657-8_6
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-1270-3
Online ISBN: 978-94-009-2657-8
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