Dr Geoffrey Saxe has conducted research on mathematical cognition and culture in a variety of settings, including remote parts of Papua New Guinea, urban and rural areas of northeastern Brazil and elementary and middle school classrooms in the United States. His prior books include Culture and Cognitive Development: Studies in Mathematical Understanding (1991) and Social Processes in Early Number Development (with S. Guberman and M. Gearhart, 1987). He is currently a professor at the Graduate School of Education, University of California, Berkeley.
Inhaltsangabe
Introduction Part I. The Origins of Number-Enduring Questions: 1. Culture-cognition relations 2. Cultural forms of number representation used in Oksapmin communities Part II. Economic Exchange: 3. Collective practices of economic exchange: a brief social history 4. Reproduction and alteration of numerical representations 5. Reproduction and alteration in currency token representations 6. Representational forms, functions, collective practices, and fu: a microcosm Part III. Schooling: 7. A brief history: collective practices of schooling in Oksapmin 8. Unschooled children's developing uses of the body system 9. Children's adaptations of the body system in school in 1980: an unintended consequence of postcolonial schooling 10. About twenty years later: schooling and number 11. Teachers and students as (unintentional) agents of change Part IV. Towards an Integrated Treatment of Socio-Historical and Cognitive Developmental Processes: 12. What develops? A focus on form-function relations 13. How do quantification practices develop? 14. Why do form-function relations shift? Epilogue.
Introduction Part I. The Origins of Number-Enduring Questions: 1. Culture-cognition relations 2. Cultural forms of number representation used in Oksapmin communities Part II. Economic Exchange: 3. Collective practices of economic exchange: a brief social history 4. Reproduction and alteration of numerical representations 5. Reproduction and alteration in currency token representations 6. Representational forms, functions, collective practices, and fu: a microcosm Part III. Schooling: 7. A brief history: collective practices of schooling in Oksapmin 8. Unschooled children's developing uses of the body system 9. Children's adaptations of the body system in school in 1980: an unintended consequence of postcolonial schooling 10. About twenty years later: schooling and number 11. Teachers and students as (unintentional) agents of change Part IV. Towards an Integrated Treatment of Socio-Historical and Cognitive Developmental Processes: 12. What develops? A focus on form-function relations 13. How do quantification practices develop? 14. Why do form-function relations shift? Epilogue.
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