“¡Chalinas a 20 Pesos!”: Children’s Economic Ideas Developed Through Selling

Studying culture-cognition relations in collective practices of daily life: a research framework / El estudio de las relaciones cultura-cognición en las prácticas colectivas cotidianas: un modelo de investigación

“…For example, in recent work with colleagues, I have extended the approach to the study of classroom practices in elementary classrooms in the United States, with a focus on the interplay between mathematics forms and functions over the course of a lesson sequence on integers and fractions (Gearhart & Saxe, 2014;Saxe, de Kirby, Kang, Le, & Schneider, 2015;Saxe, de Kirby, Le, Sitabkhan, & Kang, 2014;Saxe, Diakow, & Gearhart, 2013). The framework, as it has developed over the years, has also been used productively and in varied ways by my former graduate students and colleagues in studies of cognitive development in school related activities (Brizuela, 2014;Earnest, 2015;Lagrange & Erdogan, 2009;Langer-Osuna, 2007) and out of school (Day, 2014;Horn, 2013;Nasir, 2000aNasir, , 2000bNasir & Saxe, 2003;Sitabkhan, 2012;Taylor, 2009). It remains to be determined whether the approach will be useful to illuminate the dynamics of culture-cognition relations in other communities over extended periods of time.…”

“…Por ejemplo, en un trabajo reciente con otros colegas, he ampliado el enfoque al estudio de las prácticas docentes en aulas de primaria de Estados Unidos, con el foco centrado en el interjuego entre formas y funciones matemáticas durante una secuencia de clases sobre números enteros y fracciones (Gearhart & Saxe, 2014; Saxe, de Kirby, Kang, Le, & Schneider, 2015, 2014, 2013). El modelo, tal como se ha ido desarrollando durante los años, también ha sido utilizado de forma productiva y de maneras diversas por mis antiguos estudiantes de posgrado y otros colegas en sus estudios del desarrollo cognitivo en actividades escolares (Brizuela, 2014; Earnest, 2015; Lagrange & Erdogan, 2009; Langer-Osuna, 2007) y extra-escolares (Day, 2014; Horn, 2013; Nasir, 2000a, 2000b; Nasir & Saxe, 2003; Sitabkhan, 2012; Taylor, 2009). Queda por comprobar si el enfoque resultará útil para esclarecer las dinámicas de las relaciones cultura-cognición en otras comunidades a lo largo de un periodo extenso de tiempo.…”

Cultural context of cognitive development

“…A class of practices that received recurring attention by investigators involves economic exchanges in face‐to‐face interactions—the sale and purchase of commodities between vendors and customers. Economic exchange have been studied with individuals of different ages in Mumbai, India, Recife, Brazil, Oksapmin, Papua New Guinea, Oaxaca, Mexico, urban Nepal, and in various parts of the United States . Across these studies, researchers have investigated practice‐linked cognitive developments of individuals.…”

Early Mathematics Counts: Promising Instructional Strategies from Low- and Middle-Income Countries

“…There is ample documentation from diverse settings such as the United States, Brazil, India, Mexico, Benin, and elsewhere that children engage in informal mathematical activities as a part of their everyday lives (Bodovski & Farkas, 2007;Clarke et al, 2006;Davis & Ginsburg, 1993;Guberman, 1999;Khan, 1999;Saxe, 1991;Sitabkhan, 2009Sitabkhan, , 2015Taylor, 2012). They play games in which numbers are used.…”