Claudia Broitman y Bernard Charlot
Abstract:We present part of a study to determine the relationship with mathematical
knowledge and numeracy of adult students who enter primary school.
We analyze different sources of mobilizing students to go to school and learn
mathematics, the role of some figures that have been instrumental in its relations
with the knowledge and perspectives on the origin of their mathematical
knowledge. Those concepts about the relationship to knowledge that are used
as tools for gathering and analyzing data are explained. The simultaneous study
of the relationship to knowledge and mathematical knowledge allowed enrich
the look on the mathematics of the interviewed subjects and recognize how they
attributed personal meanings to their mathematics in interaction with their life
stories. Some results of this research interpellate existing educational perspectives
in teaching mathematics to adults.
Keywords: relationship to adults know-primary school mathematics.
