Learning takes place both inside and outside of the classroom, embedded in local practices, traditions, and interactions. But whereas the importance of social practice is increasingly recognised in literacy education, Numeracy as Social Practice: Global and Local Perspectives is the first book to fully explore these principles in the context of numeracy. The book brings together a wide range of accounts and studies from around the world to build a picture of the challenges and benefits of seeing numeracy as social practice ? that is, as mathematical activities embedded in the social, cultural, historical and political contexts in which these activities take place.
Drawing on workplace, community and classroom contexts, Numeracy as Social Practice shows how everyday numeracy practices can be used in formal and non-formal maths teaching, and how in turn, classroom teaching can help to validate and strengthen local numeracy practices. At a time when an increasingly transnational approach is taken to education policy making, this book will appeal to development practitioners and researchers; and adult education, mathematics and numeracy teachers, researchers and policy makers around the world.
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v | |
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xii | |
| Foreword |
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xvi | |
| Introduction |
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1 | (2) |
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1 Mapping the terrain of social practice perspectives of numeracy |
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3 | (16) |
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PART I Using case studies to expose the significance of what `surrounds' mathematics in numeracy practices |
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19 | (80) |
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2 Estimation by kiwifruit orchard managers and urban refuse/recycling operators within their situated horticultural or civic workplace practices: case studies from New Zealand |
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21 | (19) |
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3 Building stone walls: a case study from the Philippines |
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40 | (19) |
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4 `Tear it out and rip it up or you might get charged again': paying debts at the company store in a farm workers' camp in Mexico |
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59 | (17) |
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5 Mathematics in pre-vocational education: a model for interfaces between two different teaching contents |
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76 | (23) |
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PART II Mathematics education and everyday numeracies: theoretical resources for analysis |
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99 | (70) |
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6 Word problems as social texts |
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101 | (20) |
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7 Broadening school mathematics curriculum: the complexity of teaching mathematical language games of different forms of life |
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121 | (12) |
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8 `Limits of the local' in theorising numeracy as social practice: a case study of mathematics education in Palestine |
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133 | (16) |
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9 Teaching and learning of numeracy in Nepalese primary schools |
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149 | (20) |
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PART III Numeracy and power: facilitating learning of numeracy as social practice |
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169 | (72) |
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10 `Occupation of our minds': a metaphor to explain mathematics education in South Africa in the apartheid era |
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171 | (15) |
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11 Learning for life, from life: adult numeracy and primary school textbooks in India |
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186 | (18) |
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12 Critical humanistic pedagogy in the context of adult basic education: making sense or numeracy as social empowerment |
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204 | (21) |
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13 The workplace as a site for learning critical numeracy practice |
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225 | (16) |
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241 | (14) |
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14 Expanding and deepening the terrain: numeracy as social practice |
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243 | (12) |
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| Index |
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255 | |
Keiko Yasukawa is an adult numeracy and literacy researcher and teacher educator at the University of Technology Sydney in Australia.
Alan Rogers is an adult educator and Visiting Professor at the universities of East Anglia and Nottingham, UK.
Kara Jackson is an Associate Professor of Mathematics Education at the University of Washington, Seattle, USA.
Brian V. Street was an anthropologist, formerly Professor of Language in Education at Kings College, London, UK, and Visiting Professor of Education at the University of Pennsylvania, USA.
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