Numeracy as Social Practice Global and Local Perspectives

Learning takes place both inside and outside of the classroom, embedded in local practices, traditions and interactions. But whereas the importance of social practice is increasingly recognised in literacy education, Numeracy as Social Practice: Global and Local Perspectives is the first book to fully explore these principles in the context of numeracy. The book brings together a wide range of accounts and studies from around the world to build a picture of the challenges and benefits of seeing numeracy as social practice ? that is, as mathematical activities embedded in the social, cultural, historical and political contexts in which these activities take place. Drawing on workplace, community and classroom contexts, Numeracy as Social Practice shows how everyday numeracy practices can be used in formal and non-formal maths teaching and how, in turn, classroom teaching can help to validate and strengthen local numeracy practices. At a time when an increasingly transnational approach is taken to education policy making, this book will appeal to development practitioners and researchers, and adult education, mathematics and numeracy teachers, researchers and policy makers around the world.

List of Figures List of Boxes List of Tables List of Contributors FOREWORD INTRODUCTION Chapter 1 Mapping the terrain of social practice perspectives of numeracy Keiko Yasukawa, Kara Jackson, Phil Kane and Diana Coben PART I Using case studies to expose the significance of what ‘surrounds’ mathematics in numeracy practices Preface Alan Rogers and Brian V. Street Chapter 2 Estimation by kiwifruit orchard managers and urban refuse/recycling operators within their situated horticultural or civic workplace practices: Case studies from New Zealand Phil Kane Chapter 3 Building stone walls: A case study from the Phillipines Wilfredo Vidal Alangui Chapter 4 "Tear it out and rip it up or you might get charged again": Paying debts at the company store in a farm workers’ camp in Mexico Judy Kalman and Diana Solares Chapter 5 Mathematics in pre-vocational education: A model for interfaces between two different teaching contents Lisa Björklund Boistrup, Elisabet Bellander and Michael Blaesild PART II Mathematics education and everyday numeracies: Theoretical resources for analysis Preface Keiko Yasukawa Chapter 6 Word problems as social textsRichard Barwell Chapter 7 Broadening school mathematics curriculum: The complexity of teaching mathematical language games of different forms of life Gelsa Knijnik and Fernanda Wanderer Chapter 8 ‘Limits of the local’ in theorising numeracy as social practice: A case study of mathematics education in Palestine Jehad Alshwaikh and Keiko Yasukawa Chapter 9 Teaching and learning of numeracy in Nepalese primary schools Mariko Shiohata PART III Numeracy and power: Facilitating learning of numeracy as social practice Preface Kara Jackson Chapter 10 ‘Occupation of our minds’: A metaphor to explain mathematics education in South Africa in the apartheid era Herbert Khuzwayo Chapter 11 Learning for life, from life: Adult numeracy and primary school textbooks in India Anita Rampal Chapter 12 Critical humanistic pedagogy in the context of adult basic education: Making sense of numeracy as social empowerment Rebecca Nthogo Lekoko, Shanah Mompoloki Suping and Obusitswe Pitso Chapter 13 The workplace as a site for learning critical numeracy practice Keiko Yasukawa CONCLUSION Chapter 14 Expanding and deepening the terrain: Numeracy as social practice Kara Jackson, Alan Rogers and Keiko Yasukawa List of Figures List of Boxes List of Tables List of Contributors FOREWORD INTRODUCTION Chapter 1 Mapping the terrain of social practice perspectives of numeracy Keiko Yasukawa, Kara Jackson, Phil Kane and Diana Coben PART I Using case studies to expose the significance of what ‘surrounds’ mathematics in numeracy practices Preface Alan Rogers and Brian V. Street Chapter 2 Estimation by kiwifruit orchard managers and urban refuse/recycling operators within their situated horticultural or civic workplace practices: Case studies from New Zealand Phil Kane Chapter 3 Building stone walls: A case study from the Phillipines Wilfredo Vidal Alangui Chapter 4 "Tear it out and rip it up or you might get charged again": Paying debts at the company store in a farm workers’ camp in Mexico Judy Kalman and Diana Solares Chapter 5 Mathematics in pre-vocational education: A model for interfaces between two different teaching contents Lisa Björklund Boistrup, Elisabet Bellander and Michael Blaesild PART II Mathematics education and everyday numeracies: Theoretical resources for analysis Preface Keiko Yasukawa Chapter 6 Word problems as social textsRichard Barwell Chapter 7 Broadening school mathematics curriculum: The complexity of teaching mathematical language games of different forms of life Gelsa Knijnik and Fernanda Wanderer Chapter 8 ‘Limits of the local’ in theorising numeracy as social practice: A case study of mathematics education in Palestine Jehad Alshwaikh and Keiko Yasukawa Chapter 9 Teaching and learning of numeracy in Nepalese primary schools Mariko Shiohata PART III Numeracy and power: Facilitating learning of numeracy as social practice Preface Kara Jackson Chapter 10 ‘Occupation of our minds’: A metaphor to explain mathematics education in South Africa in the apartheid era Herbert Khuzwayo Chapter 11 Learning for life, from life: Adult numeracy and primary school textbooks in India Anita Rampal Chapter 12 Critical humanistic pedagogy in the context of adult basic education: Making sense of numeracy as social empowerment Rebecca Nthogo Lekoko, Shanah Mompoloki Suping and Obusitswe Pitso Chapter 13 The workplace as a site for learning critical numeracy practice Keiko Yasukawa CONCLUSION Chapter 14 Expanding and deepening the terrain: Numeracy as social practice Kara Jackson, Alan Rogers and Keiko Yasukawa

Keiko Yasukawa is an adult numeracy and literacy researcher and teacher educator at the University of Technology Sydney in Australia. Alan Rogers is an adult educator and Visiting Professor at the universities of East Anglia and Nottingham, UK. Kara Jackson is an Associate Professor of Mathematics Education at the University of Washington, Seattle, USA. Brian V. Street was an anthropologist, formerly Professor of Language in Education at King’s College, London, UK, and Visiting Professor of Education at the University of Pennsylvania, USA.