How People Learn:
Brain, Mind,
Experience, and School
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BOX 3.8
Everyday and Formal Math
The importance of building on previous experiences is relevant for
adults as well as children. A mathematics instructor describes his
realization of his mother's knowledge (Fasheh, 1990:21-22):
Math was necessary for my mother in a much more profound and real
sense than it was for me. Unable to read or write, my mother routinely
took rectangles of fabric and, with new measurements and no patterns,
cut them and turned them into perfectly fitted clothing for people . .
. I realized that the mathematics she was using was beyond my
comprehension. Moreover, although mathematics was a subject matter that
I studied and taught, for her it was basic to the operation of her
understanding. What she was doing was math in the sense that it
embodied order, pattern, relations, and measurement. It was math
because she was breaking a whole into smaller parts and constructing a
new whole out of most of the pieces, a new whole that had its own style,
shape, size, and that had to fit a specific person. Mistakes in her
math entailed practical consequences, unlike mistakes in my math.
Imagine Fasheh's mother enrolling in a course on formal mathematics.
The structure of many courses would fail to provide the kinds of support
that could help her make contact with her rich set of informal
knowledge. Would the mother's learning of formal mathematics be
enhanced if it were connected to this knowledge? The literature on
learning and transfer suggests that this is an important question to
pursue.
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