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Acioly Nadja Maria & Schliemann Analucia Dias (1988). « Mathematical knowledge developped at work : The contribution of practice versus the contribution of schooling ». Cognition and Instruction, vol. 6, n° 5, p. 185–221. En ligne : <http://www.leaonline.co ... 90xci0603_1?cookieSet=1>. 
Added by: Brigitte Bacconnier (01 Jan 1970 01:00:00 Europe/Paris)   Last edited by: Laure Endrizzi (08 Apr 2009 15:57:17 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Acioly1988a
Categories: General
Keywords: éducation interculturelle, enseignement des langues étrangères, mathématiques
Creators: Acioly, Schliemann
Collection: Cognition and Instruction
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URLs     http://www.leaonli ... 0603_1?cookieSet=1
Abstract     
Mathematical knowledge developed independently of school instruction has
been documented among children as well as adults. However, the limits and
strengths of this knowledge are not yet well known, and its relationship to
knowledge acquired in school remains to be clarified. This study analyzes
the use and understanding of mathematical knowledge among bookies with
0 to 11 years of schooling who work in a special kind of lottery game. They
were observed at work while dealing with clients and while solving modified
problems based on naturalistic observations. At work, regardless of their
level of instruction, bookies were always highly efficient. When solving modified problems presented by the examiner, unschooled bookies often refused
to try to solve some of them; when they attempted to solve the problems,
however, their proportion of correct answers was similar to that found among
more schooled subjects. Number of correct answers and a more general ability to analyze and to explain verbally the relationships and the mathematical
models involved in the game correlated significantly with school instruction.
Schooling did not, however, influence the use of specific techniques (e.g.,
algorithms) for performing arithmetic operations.
Added by: Brigitte Bacconnier  Last edited by: Laure Endrizzi
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