Identity, Goals, and Learning: Mathematics in Cultural Practice
Identity, Goals, and Learning: Mathematics in Cultural Practice
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身份、目标和学习：文化实践中的数学
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发表时间：
2002
期刊：
影响因子：
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通讯作者：
N. Nasir
中科院分区：
文献类型：
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作者：
N. Nasir
在这篇文章中，我探索和阐述的目标，身份和学习之间的关系，并认为他们的效用作为一个模型，通过它来理解学习的本质一般，并更好地了解种族，文化和学习的方式成为美国学校的少数民族学生交织在一起。借鉴学习和发展的社会文化观点，包括温格（1998年）和萨克斯（1999年），我描述了两项关于非裔美国学生校外学习的研究结果，多米诺骨牌和篮球的文化习俗。这项研究表明，事实上，当玩家开始学习这些实践时，他们在实践中寻求实现的目标方面都发生了变化，并且随着他们对实践的定义而改变。的影响，了解种族，文化和学习之间的关系进行了讨论。
In this article, I explore and elaborate the relation between goals, identities, and learning and argue for their utility as a model by which to understand the nature of learning in general and to better understand the way in which race, culture, and learning become intertwined for minority students in American schools. Drawing on sociocultural perspectives on learning and development, including Wenger (1998) and Saxe (1999), I describe findings from 2 studies of learning among African American students outside of school, in the cultural practices of dominoes and basketball. This research shows that indeed, as players come to learn these practices, they both shift in regard to the goals they seek to accomplish within the practice and change as they come to define themselves vis-à-vis the practice. The implications for understanding the relation between race, culture, and learning are discussed.