Dialogic Mathematics Gatherings Against Ageism and Low Level of Education in Accessing Mathematics Knowledge

• In Event: Understanding Fractions

Abstract

Some authors drawing on theoretical approaches such as Bourdieu’s Cultural Capital claim that people from vulnerable groups (i.e., low SES, elementary level of education, etc.) cannot access the knowledge included in specialised books, artworks, or any other type of scientific or classic production (including readings, classic music, etc.). This study provides evidence on how a group of women with an elementary level of education can understand concepts embedded in mathematics books. We illustrate this fact with the case of a particular example: improper fractions. Using egalitarian dialogue, the women participating in the gathering could identify the specificity of the improper fraction (a/b >1). How the DMG works facilitate participants’ shared cognition, regardless of their level of education, age, etc.

Authors

• Javier Diez-Palomar, Universitat de Barcelona
  Presenting Author

• Laura Ruiz-Eugenio, University of Barcelona
  Non-Presenting Author

• Itxaso Tellado, University of Vic
  Non-Presenting Author