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Cultural development of mathematical ideas : Papua New Guinea studies /
"Drawing upon field studies conducted in 1978, 1980, and 2001 with a remote Papua New Guinea group, the Oksapmin, Geoffrey Saxe traces the emergence of new forms of numerical representations and ideas in the social history of the community. In traditional life, the Oksapmin used a 27-body-part...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Cambridge ; New York, NY :
Cambridge University Press,
©2012.
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| Colección: | Learning in doing.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Saxe, Geoffrey B. | |
| 245 | 1 | 0 | |a Cultural development of mathematical ideas : |b Papua New Guinea studies / |c Geoffrey B. Saxe with Indigo Esmonde. |
| 246 | 3 | 0 | |a Papua New Guinea studies |
| 260 | |a Cambridge ; |a New York, NY : |b Cambridge University Press, |c ©2012. | ||
| 300 | |a 1 online resource (xxxiii, 362 pages) : |b illustrations, maps | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Learning in doing : social, cognitive and computational perspectives | |
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Part I. The Origins of Number: Enduring Questions: 1. Culture-cognition relations; 2. Cultural forms of number representation used in Oksapmin communities -- Part II. Economic Exchange: 3. Collective practices of economic exchange: a brief social history; 4. Reproduction and alteration of numerical representations; 5. Reproduction and alteration in currency token representations; 6. Representational forms, functions, collective practices, and fu: a microcosm -- Part III. Schooling: 7. A brief history: collective practices of schooling in Oksapmin; 8. Unschooled children's developing uses of the body system; 9. Children's adaptations of the body system in school in 1980: an unintended consequence of post-colonial schooling; 10. About twenty years later: schooling and number; 11. Teachers and students as (unintentional) agents of change -- Part IV. Towards an Integrated Treatment of Socio-Historical and Cognitive Developmental Processes: 12. What develops? A focus on form-function relations; 13. How do quantification practices develop?; 14. Why do form-function relations shift? -- Epilogue. | |
| 520 | |a "Drawing upon field studies conducted in 1978, 1980, and 2001 with a remote Papua New Guinea group, the Oksapmin, Geoffrey Saxe traces the emergence of new forms of numerical representations and ideas in the social history of the community. In traditional life, the Oksapmin used a 27-body-part counting system, and there is no evidence that Oksapmin used arithmetic in prehistory. With shifting practices of economic exchange and schooling, children and adults unwittingly reproduce and alter the system as they solve new kinds of numerical and arithmetical problems, a process that leads to new forms of collective representations in the community. While Saxe, Ŵs focus is on the Oksapmin, the insights and general framework he provides are useful for understanding shifting representational forms and emerging cognitive functions in any human community"-- |c Provided by publisher | ||
| 588 | 0 | |a Print version record. | |
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Cognition and culture |z Papua New Guinea. | |
| 650 | 0 | |a Number concept |v Case studies. | |
| 650 | 0 | |a Constructivism (Education) | |
| 650 | 0 | |a Social change |z Papua New Guinea. | |
| 650 | 6 | |a Cognition et culture |z Papouasie-Nouvelle-Guinée. | |
| 650 | 6 | |a Concept de nombre |v Études de cas. | |
| 650 | 6 | |a Constructivisme (Éducation) | |
| 650 | 7 | |a PSYCHOLOGY |x Cognitive Psychology. |2 bisacsh | |
| 650 | 7 | |a PSYCHOLOGY |x Ethnopsychology. |2 bisacsh | |
| 650 | 7 | |a Cognition and culture. |2 fast |0 (OCoLC)fst00866482 | |
| 650 | 7 | |a Constructivism (Education) |2 fast |0 (OCoLC)fst00876181 | |
| 650 | 7 | |a Number concept. |2 fast |0 (OCoLC)fst01041202 | |
| 650 | 7 | |a Social change. |2 fast |0 (OCoLC)fst01122310 | |
| 651 | 7 | |a Papua New Guinea. |2 fast |0 (OCoLC)fst01212610 | |
| 655 | 7 | |a Case studies. |2 fast |0 (OCoLC)fst01423765 | |
| 700 | 1 | |a Esmonde, Indigo. | |
| 776 | 0 | 8 | |i Print version: |a Saxe, Geoffrey B. |t Cultural development of mathematical ideas. |d Cambridge ; New York, NY : Cambridge University Press, ©2012 |z 9780521761666 |w (DLC) 2011037488 |w (OCoLC)757717672 |
| 830 | 0 | |a Learning in doing. | |
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