[Maths-Education] Culture and Mathematical Cognition

[Yeping Li]

The following is an abstract about a Discussion Group (DG #4) to be
organized at the coming PME25 in Utrecht. The topic of this DG is "Culture
and Mathematical Cognition". We take this DG as an opportunity to
assimilate interests and develop research in this area. If you are going to
attend PME25 in Utrecht, you are cordially invited to join our DG. If you
won't attend PME meeting this time and would like to know more about this
DG, please email me at "yeping@math.unh.edu". Thanks. 
 
Discussion Group #4: Culture and Mathematical Cognition
(Coordinators: Yeping Li, University of New Hampshire, USA, and Tad
Watanabe, Towson University, USA)

	Although there is no universal agreement as to whether mathematics is a
culturally bound subject, few would disagree that the teaching and learning
of mathematics is a cultural activity. The view of mathematics teaching and
learning as a socio-cultural activity is reflected in and supported by
various studies. Although researchers with different research perspectives
tend to agree that both socio-cultural factors and individual cognition are
two inseparable parts in the development of students' mathematical
cognition, the nature of culture and mathematics cognition and the
relationships between them are far more complicated than we may think of.
As one further step towards a better understanding of culture and
mathematical cognition, this discussion group is proposed to use
cross-system studies as examples to examine relevant issues.
	The discussion group will be organized as a two-section activity. During
the first section, two researchers will present brief (10 minutes each)
overviews and/or examples of relevant research on two issues: (1) the
assessment of students' mathematics thinking/performance in previous
cross-national studies, and (2) the nature and quality of mathematics
curriculum and teaching in different settings. After the presentations, the
participants will be organized to join small group discussions that will
constitute the second section. Based on cross-system studies that have been
discussed in the first section, the discussion in small groups will center
on the following four questions:
1. Can mathematical cognition be examined cross-culturally?
2. Are cultural variations in context, tools, and practices (e.g.,
curriculum, teaching practices) related to the development of students'
mathematical cognition? 
3. Can a cultural practice be adapted in a different setting? 
4. What similarities and differences may exist between cross-system studies
and multi-cultural studies within an education system in understanding the
issues relevant to culture and mathematical cognition?
	After small group discussions, all participants will come together to
generate a collective summary and synthesis of the small group discussions.
A list of potential research questions will be generated/selected and
interested participants will be organized to develop further research
activities on this topic after the meeting.

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Yeping Li
Department of Mathematics and Statistics
University of New Hampshire
Durham, NH 03824-3591
603-862-1833 (office), 603-862-4096 (fax)
603-862-2320 (secretary)
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