Numeracy as Social Practice: Global and Local Perspectives, 1st Edition (Paperback) book cover

Numeracy as Social Practice

Global and Local Perspectives, 1st Edition

Edited by Keiko Yasukawa, Alan Rogers, Kara Jackson, Brian V. Street

Routledge

260 pages | 26 B/W Illus.

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Description

Learning takes place both inside and outside of the classroom, embedded in local practices, traditions and interactions. But whereas the importance of social practice is increasingly recognised in literacy education, Numeracy as Social Practice: Global and Local Perspectives is the first book to fully explore these principles in the context of numeracy. The book brings together a wide range of accounts and studies from around the world to build a picture of the challenges and benefits of seeing numeracy as social practice ̶ that is, as mathematical activities embedded in the social, cultural, historical and political contexts in which these activities take place.

Drawing on workplace, community and classroom contexts, Numeracy as Social Practice shows how everyday numeracy practices can be used in formal and non-formal maths teaching and how, in turn, classroom teaching can help to validate and strengthen local numeracy practices. At a time when an increasingly transnational approach is taken to education policy making, this book will appeal to development practitioners and researchers, and adult education, mathematics and numeracy teachers, researchers and policy makers around the world.

Reviews

"The volume brings numeracy as social practice to life in ethnographic case studies of everyday numeracy practices and mathematics education in diverse international settings. Different theoretical perspectives are woven across the chapters, including New Literacy Studies, cultural-historical activity theory, critical theory and ethnomathematics. The editors masterfully craft all this into a coherent volume useful to researchers and mathematics educators around the world." -- Stephen Reder, Portland State University, USA

"This lucid account of numeracy as social practice is much needed and long overdue. It features an admirably broad scope and diversity, with chapters from every continent and from various educational, work, and other everyday settings. I especially like the discussions on relations between everyday numeracy practices and more formal mathematics, the invisibility of numeracy practices, and the importance of attending to power relations." -- Jeff Evans, Reader Emeritus, Middlesex University, London, UK

"This pioneering publication is timely in that the importance of learning as a social practice, especially numeracy as a social practice, is increasingly being understood and recognized by those concerned with quality education, formal/non-formal/lifelong/life-wide education. Rooted in a number of relevant research studies from around the world, and informed by theoretical influences highlighting the ‘social practices perspective on numeracy’, the authors engage the educators and researchers in broadening their vision of numeracy. This is a valuable resource book for researchers, activists and educators." L S Saraswathi, Social Activist, Trainer and Researcher in Development, Chennai, India

Table of Contents

List of Figures

List of Boxes

List of Tables

List of Contributors

FOREWORD

INTRODUCTION

Chapter 1

Mapping the terrain of social practice perspectives of numeracy

Keiko Yasukawa, Kara Jackson, Phil Kane and Diana Coben

PART I

Using case studies to expose the significance of what ‘surrounds’ mathematics in numeracy practices

Preface

Alan Rogers and Brian V. Street

Chapter 2

Estimation by kiwifruit orchard managers and urban refuse/recycling operators within their situated horticultural or civic workplace practices: Case studies from New Zealand

Phil Kane

Chapter 3

Building stone walls: A case study from the Phillipines

Wilfredo Vidal Alangui

Chapter 4

"Tear it out and rip it up or you might get charged again": Paying debts at the company store in a farm workers’ camp in Mexico

Judy Kalman and Diana Solares

Chapter 5

Mathematics in pre-vocational education: A model for interfaces between two different teaching contents

Lisa Björklund Boistrup, Elisabet Bellander and Michael Blaesild

PART II

Mathematics education and everyday numeracies: Theoretical resources for analysis

Preface

Keiko Yasukawa

Chapter 6

Word problems as social textsRichard Barwell

Chapter 7

Broadening school mathematics curriculum: The complexity of teaching mathematical language games of different forms of life

Gelsa Knijnik and Fernanda Wanderer

Chapter 8

‘Limits of the local’ in theorising numeracy as social practice: A case study of mathematics education in Palestine

Jehad Alshwaikh and Keiko Yasukawa

Chapter 9

Teaching and learning of numeracy in Nepalese primary schools

Mariko Shiohata

PART III

Numeracy and power: Facilitating learning of numeracy as social practice

Preface

Kara Jackson

Chapter 10

‘Occupation of our minds’: A metaphor to explain mathematics education in South Africa in the apartheid era

Herbert Khuzwayo

Chapter 11

Learning for life, from life: Adult numeracy and primary school textbooks in India

Anita Rampal

Chapter 12

Critical humanistic pedagogy in the context of adult basic education: Making sense of numeracy as social empowerment

Rebecca Nthogo Lekoko, Shanah Mompoloki Suping and Obusitswe Pitso

Chapter 13

The workplace as a site for learning critical numeracy practice

Keiko Yasukawa

CONCLUSION

Chapter 14

Expanding and deepening the terrain: Numeracy as social practice

Kara Jackson, Alan Rogers and Keiko Yasukawa

List of Figures

List of Boxes

List of Tables

List of Contributors

FOREWORD

INTRODUCTION

Chapter 1

Mapping the terrain of social practice perspectives of numeracy

Keiko Yasukawa, Kara Jackson, Phil Kane and Diana Coben

PART I

Using case studies to expose the significance of what ‘surrounds’ mathematics in numeracy practices

Preface

Alan Rogers and Brian V. Street

Chapter 2

Estimation by kiwifruit orchard managers and urban refuse/recycling operators within their situated horticultural or civic workplace practices: Case studies from New Zealand

Phil Kane

Chapter 3

Building stone walls: A case study from the Phillipines

Wilfredo Vidal Alangui

Chapter 4

"Tear it out and rip it up or you might get charged again": Paying debts at the company store in a farm workers’ camp in Mexico

Judy Kalman and Diana Solares

Chapter 5

Mathematics in pre-vocational education: A model for interfaces between two different teaching contents

Lisa Björklund Boistrup, Elisabet Bellander and Michael Blaesild

PART II

Mathematics education and everyday numeracies: Theoretical resources for analysis

Preface

Keiko Yasukawa

Chapter 6

Word problems as social textsRichard Barwell

Chapter 7

Broadening school mathematics curriculum: The complexity of teaching mathematical language games of different forms of life

Gelsa Knijnik and Fernanda Wanderer

Chapter 8

‘Limits of the local’ in theorising numeracy as social practice: A case study of mathematics education in Palestine

Jehad Alshwaikh and Keiko Yasukawa

Chapter 9

Teaching and learning of numeracy in Nepalese primary schools

Mariko Shiohata

PART III

Numeracy and power: Facilitating learning of numeracy as social practice

Preface

Kara Jackson

Chapter 10

‘Occupation of our minds’: A metaphor to explain mathematics education in South Africa in the apartheid era

Herbert Khuzwayo

Chapter 11

Learning for life, from life: Adult numeracy and primary school textbooks in India

Anita Rampal

Chapter 12

Critical humanistic pedagogy in the context of adult basic education: Making sense of numeracy as social empowerment

Rebecca Nthogo Lekoko, Shanah Mompoloki Suping and Obusitswe Pitso

Chapter 13

The workplace as a site for learning critical numeracy practice

Keiko Yasukawa

CONCLUSION

Chapter 14

Expanding and deepening the terrain: Numeracy as social practice

Kara Jackson, Alan Rogers and Keiko Yasukawa

About the Editors

Keiko Yasukawa is an adult numeracy and literacy researcher and teacher educator at the University of Technology Sydney in Australia.

Alan Rogers is an adult educator and Visiting Professor at the universities of East Anglia and Nottingham, UK.

Kara Jackson is an Associate Professor of Mathematics Education at the University of Washington, Seattle, USA.

Brian V. Street was an anthropologist, formerly Professor of Language in Education at King’s College, London, UK, and Visiting Professor of Education at the University of Pennsylvania, USA.

About the Series

Rethinking Development

Rethinking Development offers accessible and thought-provoking overviews of contemporary topics in international development and aid. Providing original empirical and analytical insights, the books in this series push thinking in new directions by challenging current conceptualizations and developing new ones.  

This is a dynamic and inspiring series for all those engaged with today’s debates surrounding development issues, whether they be students, scholars, policy makers and practitioners internationally. These interdisciplinary books provide an invaluable resource for discussion in advanced undergraduate and postgraduate courses in development studies as well as in anthropology, economics, politics, geography, media studies and sociology.

To submit proposals, please contact the Development Studies Editor, Helena Hurd (Helena.Hurd@tandf.co.uk).

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDU002000
EDUCATION / Adult & Continuing Education
SOC042000
SOCIAL SCIENCE / Developing Countries