Phenothiazines
发表于 2025-3-23 13:35:37
https://doi.org/10.1057/9781137472632athematical problem posing. Forty-four (. = 44; girls: 68.2%; boys: 31.8%) fifth-grade cultural group students from a province in Southwest China responded to a four-task-based questionnaire and posed mathematical problems based on given problem situations, two with a cultural context and two withou
排斥
发表于 2025-3-23 15:58:09
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漂亮
发表于 2025-3-23 19:57:04
https://doi.org/10.1007/978-3-322-82722-7cs between parents and teachers. The basis of our study is the concept of funds of knowledge, which recognizes the richness of adult learners’ lived experiences. Funds of knowledge are defined as the resources and bodies of knowledge contained in a household. We focused on a task that required the p
Brittle
发表于 2025-3-23 23:56:59
https://doi.org/10.1007/978-3-319-58287-0d, is deeply experiential, human, and cultural. We draw upon sensory ethnography to explore and analyse alongside Maya Elders’ knowing, sensing, and experiencing through culture-based practices. We are guided by the question: “What can the stories of our Elders tell us about the limitations of our v
N防腐剂
发表于 2025-3-24 05:45:12
https://doi.org/10.1007/978-3-319-52267-8e precisely to the process that takes us from the stimuli of the sociocultural environment, which underlies the localized origin of mathematical reasoning, to its universal conventional form. I showcase this path with some examples, where starting from the manipulation of artifacts from the African
Immortal
发表于 2025-3-24 06:31:22
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DUCE
发表于 2025-3-24 14:24:04
Júlio M. M. Silva,Nuno M. M. Maiaucation and ethnomathematics to create Indigenous school curricula. It investigates what Xakriabá Indigenous teachers mean by ethnomathematics and how they use it in their schools’ curricula. We adopt a Two-Eyed Seeing approach, seeking to bring together both Indigenous and Western-European ways of
吼叫
发表于 2025-3-24 17:26:59
https://doi.org/10.1007/978-3-7091-1791-0tions with the social, political, and historical environment. From an interpretative-ethnographic paradigm, a qualitative study was conducted, exploring the conceptual framework of critical thinking in the teaching, learning, and understanding of mathematics through the vision of ethnomathematics, c
dowagers-hump
发表于 2025-3-24 22:11:03
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进取心
发表于 2025-3-25 00:01:25
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