Chapter 8: Is Everyday Mathematics Truly Relevant to Mathematics Education?

By David W. Carraher, A. Schliemann. 2002

67 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/64e72a666abfc087cba1ca39867f854934695115

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Julie Gainsburg
2. A. Schliemann
3. David W. Carraher
4. B. Brizuela

In Education

1. Julie Gainsburg
2. B. Brizuela
3. A. Schliemann
4. David W. Carraher
5. Angela Murphy Gardiner
6. M. Blanton

Citations in the corpus

• The Evolution of Mathematical Reasoning: Everyday versus Idealized Understandings (2002, background): “But, as is shown next, everyday experiences may constrain and limit the knowledge children and adults will come to develop (Carraher & Schliemann, 2002; Schliemann & Carraher, 1992; Schliemann, Araujo, Cassundé, Macedo, & Nicéas, 1998; Schliemann, 1995).”
• Early algebra and mathematical generalization (2008, background): “[The skeptical reader is challenged to use Expression 2 to find the value of f(p).]”
• The Mathematical Modeling of Structural Engineers (2006, background): “The use of real contexts may further empower students by permitting them to draw on personal nonmathematical expertise or knowledge (Carraher & Schliemann, 2002; Tate, 2001).1 By demonstrating math’s utility for solving problems related to students’ lives, modeling also may encourage them to…”
• Arithmetic and Algebra in Early Mathematics Education (2006, background): “Davis (1985, 1989) argued that algebra should begin in Grade 2 or 3. Vergnaud (1988) proposed that instruction in algebra or prealgebra start at the elementary school level to better prepare students to deal with the epistemological issues involved in the transition from arithmetic to algebra; his t”
• Math in a Cultural Context: Two Case Studies of a Successful Culturally Based Math Project (2005, background): “There are few references in the literature to local, everyday knowledge that may connect well to students learning mathematics in school (Carraher and Schliemann 2002).”