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ERIC Number: ED259910
Record Type: RIE
Publication Date: 1984-Feb-17
Pages: 69
Abstractor: N/A
Reference Count: 0
Learning Elementary School Mathematics as a Culturally Conditioned Process.
Vasco, Carlos E.
Mathematics is thought to be the most culturally independent of all academic subjects. "New Math" textbooks printed in the United States or Belgium were translated into Spanish and Portuguese with only minor variations in the story problems and are now taught in most Latin-American countries. Looking backwards, it was not different in past years in Colombia, where standard school textbooks copied each other in a chain going back to Spanish and Latin Renaissance arithmetics. The myth of mathematics as the universal language of science and the superficial image of mathematical truth as invariable and "a priori" structured in human reason, reinforced the stereotype of mathematics as a supra-cultural subject. The purpose of this paper is to (1) determine as accurately as possible the cultural dependence of the learning process in mathematics; (2) examine what is essentially right in the claim to universality in mathematics; (3) consider where the culturally specific aspects of mathematics are to be located, both theoretically and empirically; and (4) determine how they are to be used to develop a culturally adapted curriculum for elementary school mathematics. (JN)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A