Street Mathematics and School Mathematics (Learning in Doing: Social, Cognitive and Computational Perspectives)

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ISBN 10: 0521388139 / ISBN 13: 9780521388139

Published by -, 1993

About this Item

Street Mathematics and School Mathematics (Learning in Doing: Social, Cognitive and Computational Perspectives) This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping.

Seller Inventory # 7719-9780521388139

Bibliographic Details

• Title: Street Mathematics and School Mathematics (Learning in Doing: Social, Cognitive and Computational Perspectives)
• Publisher: -
• Publication Date: 1993
• Language: English
• ISBN 10: 0521388139
• ISBN 13: 9780521388139
• Binding: Paperback
• Condition: Very Good

About this title

Synopsis

People who learn to solve problems 'on the job' often have to do it differently from people who learn in theory. Practical knowledge and theoretical knowledge is different in some ways but similar in other ways - or else one would end up with wrong solutions to the problems. Mathematics is also like this. People who learn to calculate, for example, because they are involved in commerce frequently have a more practical way of doing mathematics than the way we are taught at school. This book is about the differences between what we call practical knowledge of mathematics - that is street mathematics - and mathematics learned in school, which is not learned in practice. The authors look at the differences between these two ways of solving mathematical problems and discuss their advantages and disadvantages. They also discuss ways of trying to put theory and practice together in mathematics teaching.

Book Description

People who learn to solve problems 'on the job' often use different methods from people who learn in theory. Using a case study of Brazilian street children, this book examines the differences between the street mathematics they use in markets and mathematics they learn in school. The authors also discuss ways of trying to put theory and practice together in mathematics teaching.