The shanai, the pseudosphere and other imaginings: envisioning culturally contextualised mathematics education
The shanai, the pseudosphere and other imaginings: envisioning culturally contextualised mathematics education
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沙奈、伪球体和其他想象：设想文化背景下的数学教育
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
P. Taylor
中科院分区：
文献类型：
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作者：
Bal Chandra Luitel;P. Taylor
采用自我意识的形式共同生成的写作，并采用视觉图像和文学体裁的bricolage，我们借鉴了最近的关键自动/民族志调查，让我们的读者在教学思考的问题，文化解境数学教育在尼泊尔，一个国家丰富的文化和语言多样性。结合变革，批判性的数学和ethnomathematic的观点，我们开发了一个关键的文化角度的需要，文化背景下的数学教育，使尼泊尔学生发展（而不是放弃）他们的文化资本。我们说明了这一点，通过民族剧描绘了一个职前教师的普遍主义教育学博士欧几里得，半虚构的本科数学教授的观点。我们解构这种传统的西方数学教学法的天真，认为它未能纳入尼泊尔文化的突出方面。随后，我们采用隐喻想象，设想一个文化包容性的数学教育，使尼泊尔教师（一）挖掘多种数学知识体系嵌入在全国各地的农村和偏远村庄的日常实践，（二）发展情境化的教学观点，以服务于尼泊尔学童的不同利益和愿望。
Adopting a self-conscious form of co-generative writing and employing a bricolage of visual images and literary genres we draw on a recent critical auto/ethnographic inquiry to engage our readers in pedagogical thoughtfulness about the problem of culturally decontextualised mathematics education in Nepal, a country rich in cultural and linguistic diversity. Combining transformative, critical mathematics and ethnomathematical perspectives we develop a critical cultural perspective on the need for a culturally contextualized mathematics education that enables Nepalese students to develop (rather than abandon) their cultural capital. We illustrate this perspective by means of an ethnodrama which portrays a pre-service teacher’s point of view of the universalist pedagogy of Dr. Euclid, a semi-fictive professor of undergraduate mathematics. We deconstruct the naivety of this conventional Western mathematics pedagogy arguing that it fails to incorporate salient aspects of Nepali culture. Subsequently we employ metaphorical imagining to envision a culturally inclusive mathematics education for enabling Nepalese teachers to (i) excavate multiple mathematical knowledge systems embedded in the daily practices of rural and remote villages across the country, and (ii) develop contextualized pedagogical perspectives to serve the diverse interests and aspirations of Nepali school children.