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Geoffrey Saxe traces the emergence of numerical representations and ideas as people participate in collective practices of daily life.
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Geoffrey Saxe traces the emergence of numerical representations and ideas as people participate in collective practices of daily life.
Produktdetails
- Produktdetails
- Verlag: Cambridge University Press
- Seitenzahl: 400
- Erscheinungstermin: 23. Dezember 2013
- Englisch
- Abmessung: 229mm x 152mm x 21mm
- Gewicht: 577g
- ISBN-13: 9781107685697
- ISBN-10: 1107685699
- Artikelnr.: 40556696
- Verlag: Cambridge University Press
- Seitenzahl: 400
- Erscheinungstermin: 23. Dezember 2013
- Englisch
- Abmessung: 229mm x 152mm x 21mm
- Gewicht: 577g
- ISBN-13: 9781107685697
- ISBN-10: 1107685699
- Artikelnr.: 40556696
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.
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.
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.
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.