Mathematics in the streets and in schools

Carraher, Terezinha Nunes; Carraher, David W.; Schliemann, Analúcia D.

doi:10.1111/j.2044-835x.1985.tb00951.x

Cited by 764 publications

(308 citation statements)

References 3 publications

Supporting

Mentioning

281

Contrasting

Unclassified

Order By: Relevance

“…That is, quantities were operated on iteratively until the desired result was reached. For example, here is a bookie's calculation of the pricu of a two part bet: Similar partitioning and grouping procedures have been reported by Carraher (1990) for co-,struction site workers and by Carraher, Carraher and Schliemann (1985) for street vendors.…”

Section: Rotoquantities To Operatorsmentioning

confidence: 52%

An Investigation Into 3-, 4-, and 5-Year-Old Children’s Nonsymbolic Magnitude Comparison Ability According to Ratio Limit and Task Condition

Cho¹,

Yi²

2017

Korean J Child Stud

View full text Add to dashboard Cite

Section: Rotoquantities To Operatorsmentioning

confidence: 52%

An Investigation Into 3-, 4-, and 5-Year-Old Children’s Nonsymbolic Magnitude Comparison Ability According to Ratio Limit and Task Condition

Cho¹,

Yi²

2017

Korean J Child Stud

View full text Add to dashboard Cite

“…and seasonal fruits. For more details about these informal commercial activities see Carraher et al (1985) and Saxe (1991). The study conducted by Saxe also describes the four-phase cyclical structure of this practice.…”

Section: Resultsmentioning

confidence: 99%

Invited Lectures from the 13th International Congress on Mathematical Education

et al. 2018

View full text Add to dashboard Cite

“…[3,48]). For example, children working as street vendors in Brazil, who can ably calculate using money when selling goods on the local street, are unable to repeat the same arithmetic operations on abstract numbers when asked in a laboratory environment [7].…”

Section: The Myth Of Rational Decision Making At the Microlevelmentioning

confidence: 99%

Social Psychology and the Narrative Economy

Nowak

Kacprzyk-Murawska

Serwotka

2017

Understanding Complex Systems

View full text Add to dashboard Cite

Economics can benefit through adopting various ideas from social psychology. Social and economic processes can be analysed at different levels: the microlevel (individuals), mesolevel (system structures), and macrolevel (whole socioeconomic system). Contrary to classic economic models, when making decisions, people do not consider all available information at the microlevelthis is not possible. Decisions may have many competing dimensions and there may be no single optimum. Whereas in traditional economy the main difference between the levels is the degree of aggregation, social constructionism studies how individuals cooperatively create, change and maintain their understanding of the world. Meanings arise as a result of coordinated action of humans who interpret their world by building models of it and how it functions. A natural way of acquiring meanings and conveying them to others is through narratives-stories that have a beginning, a body, and an end. Narratives exist at all levels of social reality. They provide the structure by which an individual can understand the world, with their roles in narratives individuals suggesting how to behave. Interacting individuals socially construct narratives bottom-up. Group narratives emerge from integration of stories describing individual experiences of actors. Shared narratives allow actors to find commonality in their experiences, find coherence in the flow of events and allow them to coordinate in common actions. At the macrolevel narratives define the system and its common culture. Sometimes narration may have more impact on an economy than hard data. Even the choice of which facts we refer to and those we do not may determine the leading narrative and hence the behaviour of people. Socio-economic processes can and should be analysed in line with narratives linking individuals, organisations and societies to better understand what is happening in the whole economic system.

show abstract

Mathematics in the streets and in schools

Cited by 764 publications

References 3 publications

An Investigation Into 3-, 4-, and 5-Year-Old Children’s Nonsymbolic Magnitude Comparison Ability According to Ratio Limit and Task Condition

An Investigation Into 3-, 4-, and 5-Year-Old Children’s Nonsymbolic Magnitude Comparison Ability According to Ratio Limit and Task Condition

Invited Lectures from the 13th International Congress on Mathematical Education

Social Psychology and the Narrative Economy

Contact Info

Product

Resources

About