Rainforest Mathematics
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| Title: | Rainforest Mathematics |
|---|---|
| Language: | English |
| Authors: | Kilpatrick, Jeremy |
| Source: | Journal of Mathematics Education at Teachers College. Fall-Win 2014 5(2):1-7. |
| Availability: | Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: http://www.tc.columbia.edu/jmetc |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Secondary Education |
| Descriptors: | Mathematics Instruction, Teaching Methods, Secondary School Mathematics, Common Core State Standards, National Competency Tests, Culturally Relevant Education, Cultural Influences, Career Readiness |
| Assessment and Survey Identifiers: | National Assessment of Educational Progress |
| ISSN: | 2156-1400 |
| Abstract: | This paper addresses the contested way that ethnomathematics has sometimes been received by mathematicians and others and what that disagreement might suggest about issues in mathematics education; namely, (a) the relation of ethnomathematics to academic mathematics; (b) recent efforts to reform secondary school mathematics so that it prepares students better for entering the workplace; and (c) claims that mathematics and mathematics education are coming to share increasingly less common ground. |
| Abstractor: | As Provided |
| Number of References: | 30 |
| Entry Date: | 2016 |
| Accession Number: | EJ1106171 |
| Database: | ERIC |
| Abstract: | This paper addresses the contested way that ethnomathematics has sometimes been received by mathematicians and others and what that disagreement might suggest about issues in mathematics education; namely, (a) the relation of ethnomathematics to academic mathematics; (b) recent efforts to reform secondary school mathematics so that it prepares students better for entering the workplace; and (c) claims that mathematics and mathematics education are coming to share increasingly less common ground. |
|---|---|
| ISSN: | 2156-1400 |
