The paper, examining the increasing presence of different culture students in Italy, discusses the didactical problematic of multiculturalism at School. In particular a possible “comparison” between East (China, Korea and Japan) and West mathematical epistemology is presented through a historical and linguistic cultural approaches. Some evidences of analogies and differences between the cognitive styles of Chinese and Italian learners in mathematics are presented as examples to show the complexity of teaching/learning mathematics in multicultural classroom
Di Paola, B., Nicosia, G. (2015). Cultural diversity: how can it increases the complexity of teaching mathematics in multicultural class? The case of Chinese students. In A. Rogerson (a cura di), The Mathematics Education for the Future Project. Proceedings of the 13th International Conference Mathematics Education in a Connected World (pp. 77-84). WTM.
Cultural diversity: how can it increases the complexity of teaching mathematics in multicultural class? The case of Chinese students
DI PAOLA, Benedetto;
2015-01-01
Abstract
The paper, examining the increasing presence of different culture students in Italy, discusses the didactical problematic of multiculturalism at School. In particular a possible “comparison” between East (China, Korea and Japan) and West mathematical epistemology is presented through a historical and linguistic cultural approaches. Some evidences of analogies and differences between the cognitive styles of Chinese and Italian learners in mathematics are presented as examples to show the complexity of teaching/learning mathematics in multicultural classroom
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