Written in 2005; 3,825 words; 13 sources; $ 151.95
Paper Summary:
This paper examines issues of mathematics pedagogy and the degree of the contextualization of the subject matter in teaching mathematics. The author points out that mathematics is often presented more as a more abstract examination of numbers and measurements that appear, when mathematics really is always relevant and should be seen in the context of the real world. The paper states that mathematics pedagogy needs to develop a way present mathematics within this real world context.
From the Paper:
"The issue of relevance in education is often a question of the contextualization of subject matter, meaning that the subject relates to the lives of the students because it can be seen in the context of their lives, with issues understandable because they are applicable to the real world. Mathematics is often presented more as a pure Mathematics has the dual character of being both a language (a symbol system) and an underlying model of relationships among actions with objects. As such, it fits closely with the Vygotskian description of sign-sign relationships and de-contextualized knowledge. At the same time, its development in relation to human actions on objects gives it a prominent place in Piagetian analysis. Furthermore, mathematics teaching requires the recognition of mathematics as a sociocultural achievement worthy of reproduction in new generations."
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