Unit:
Κατεύθυνση Διδακτική και Μεθοδολογία των ΜαθηματικώνLibrary of the School of Science
Author:
Tsolakidis Lazaros
Supervisors info:
Σακονίδης Χαράλαμπος,Καθηγητής Τμήμα Μαθηματικών ΕΚΠΑ (Επιβλέπων),
Δέσποινα Πόταρη, Καθηγήτρια Τμήμα Μαθηματικών ΕΚΠΑ,
Χρυσαυγή Τριανταφύλλου, Επίκουρη Καθηγήτρια Τμήμα Μαθηματικών ΕΚΠΑ
Original Title:
O ρόλος του κοινωνικο-πολιτισμικού περιβάλλοντος στην μάθηση των Μαθηματικών
Translated title:
O ρόλος του κοινωνικο-πολιτισμικού περιβάλλοντος στην μάθηση των Μαθηματικών
Summary:
This dissertation examines how a person's socio-cultural environment affects mathematical learning, and the different approaches to mathematical knowledge that emerge based on cultural diversities. Its purpose is to highlight how various nationalities and cultures approach mathematical knowledge and, consequently, mathematics education through their own unique practices, reflecting the diversity of mathematical thinking. In this regard, special emphasis is also placed on teachers’ role in adapting their instruction to meet the challenges evoked by students’ varied cultural backgrounds and how, through Critical Mathematics Education, both students and teachers can leverage mathematics as a tool for social justice.
The thesis underscores that mathematical knowledge cannot be separated from the experiences an individual gains in their daily life. Based on the ideas of Vygotsky (1978) and Skovsmose (1994), the thesis explores how daily life, and social interactions influence the learning of mathematical concepts. Vygotsky stresses the importance of the social dimension of learning while Skovsmose emphasizes that mathematics can be utilized as a means to achieve social justice and to cultivate tomorrow's democratic citizens.
The thesis begins with an overview of the significance of the discipline of mathematics in everyday life and continues with a historical account of how the possession of mathematical knowledge has influenced society throughout time. It then specifically refers to activities that incorporate mathematical knowledge and ideas, which, according to Bishop (1988), all cultures develop to, a perspective related to the concept of ethnomathematics. Finally, the approach of Critical Mathematics Education is presented, highlighting the need to respect cultural diversity and the importance of integrating diverse approaches into mathematics teaching, aiming for a just and democratic society.
Main subject category:
Science
Keywords:
Mathematics, culture, diversity, multiculturalism, Ethnomathematics, Democracy
File:
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ΔΙΠΛΩΜΑΤΙΚΗ ΕΡΓΑΣΙΑ ΤΣΟΛΑΚΙΔΗΣ.pdf
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