MARC Record from Library of Congress

LEADER: 03365nam a22003618a 4500
001 2011037488
003 DLC
005 20111017155258.0
008 110906s2012 enk b 001 0 eng
010 $a 2011037488
020 $a9780521761666 (hardback)
040 $aDLC$cDLC
042 $apcc
043 $aa-pp---
050 00 $aBF311$b.S3764 2012
082 00 $a155.8/49912$223
084 $aPSY008000$2bisacsh
100 1 $aSaxe, Geoffrey B.
245 10 $aCultural development of mathematical ideas :$bPapua New Guinea studies /$cGeoffrey B. Saxe ; with Indigo Esmonde.
260 $aCambridge ;$aNew York :$bCambridge University Press,$c2012.
263 $a1204
300 $ap. cm.
490 0 $aLearning in doing
520 $a"The book presents a general framework for the analysis of culture-cognition relations that makes use of field studies with a remote Papua New Guinea culture group, the Oksapmin, as an illustrative case"--$cProvided by publisher.
520 $a"Drawing upon field studies conducted in 1978, 1980, and 2001 with a remote Papua New Guinea group, the Oksapmin, Geoffrey Saxe traces the emergence of new forms of numerical representations and ideas in the social history of the community. In traditional life, the Oksapmin used a 27-body-part counting system, and there is no evidence that Oksapmin used arithmetic in prehistory. With shifting practices of economic exchange and schooling, children and adults unwittingly reproduce and alter the system as they solve new kinds of numerical and arithmetical problems, a process that leads to new forms of collective representations in the community. While Saxe,Ŵs focus is on the Oksapmin, the insights and general framework he provides are useful for understanding shifting representational forms and emerging cognitive functions in any human community"--$cProvided by publisher.
504 $aIncludes bibliographical references and index.
505 8 $aMachine generated contents note: Introduction; Part I. The Origins of Number-Enduring Questions: 1. Culture-cognition relations; 2. Cultural forms of number representation used in Oksapmin communities; Part II. Economic Exchange: 3. Collective practices of economic exchange: a brief social history; 4. Reproduction and alteration of numerical representations; 5. Reproduction and alteration in currency token representations; 6. Representational forms, functions, collective practices, and fu: a microcosm; Part III. Schooling: 7. A brief history: collective practices of schooling in Oksapmin; 8. Unschooled children's developing uses of the body system; 9. Children's adaptations of the body system in school in 1980: an unintended consequence of post-colonial schooling; 10. About twenty years later: schooling and number; 11. Teachers and students as (unintentional) agents of change; Part IV. Towards an Integrated Treatment of Socio-Historical and Cognitive Developmental Processes: 12. What develops? A focus on form-function relations; 13. How do quantification practices develop?; 14. Why do form-function relations shift?; Epilogue.
650 0 $aCognition and culture$zPapua New Guinea.
650 0 $aNumber concept$vCase studies.
650 0 $aConstructivism (Education)
650 0 $aSocial change$zPapua New Guinea.
650 7 $aPSYCHOLOGY / Cognitive Psychology.$2bisacsh
700 1 $aEsmonde, Indigo.