This book defends that math education should systematically start
out from the diverse out-of-school knowledge of children and
develop trajectories from there to the Academic Mathematics tower
of knowledge. Learning theories of the sociocultural school
(Vygotsky and on) are used here, and ethnographic knowledge from
around the world is shown to offer a rich and varied base for
curricula. The book takes a political stand against the exclusively
western focus in OECD analyses and proposals on math education.
This book aims at agents in education and social actions in every
cultural environment. But it is also attractive to mathematicians,
anthropologists and other specialists. It offers a broad and
scholarly view of knowledge and culture and a very original
transcultural and transdisciplinarian approach to education.
Ubiratan D'Ambrosio, UNICAMP/Universidade Estadual de Campinas,
Brazil
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