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008			231101b |||||||| |||| 00| 0 eng d
010			_a 2011037488
016	7		_a016030458 _2Uk
020			_a9780521761666 (hardback)
020			_a0521761662 (hardback)
035			_a(OCoLC)ocn757717672
040			_aDLC _beng _cKMU _dKMU _erda
042			_apcc
043			_aa-pp---
050	0	0	_aBF 311 Sax
100	1		_aSaxe, Geoffrey B.
245	1	0	_aCultural development of mathematical ideas : _bPapua New Guinea studies / _cGeoffrey B. Saxe ; with Indigo Esmonde.
260			_aNew York : _bCambridge University Press, _c2012.
300			_axxxiii, 362 p. : _bill., maps ; _c24 cm.
490	1		_aLearning in doing : social, cognitive and computational perspectives
504			_aIncludes bibliographical references and index.
505	8		_aMachine generated contents note: Introduction; Part I. The Origins of Number-Enduring Questions: 1. Culture-cognition relations; 2. Cultural forms of number representation used in Oksapmin communities; Part II. Economic Exchange: 3. Collective practices of economic exchange: a brief social history; 4. Reproduction and alteration of numerical representations; 5. Reproduction and alteration in currency token representations; 6. Representational forms, functions, collective practices, and fu: a microcosm; Part III. Schooling: 7. A brief history: collective practices of schooling in Oksapmin; 8. Unschooled children's developing uses of the body system; 9. Children's adaptations of the body system in school in 1980: an unintended consequence of post-colonial schooling; 10. About twenty years later: schooling and number; 11. Teachers and students as (unintentional) agents of change; Part IV. Towards an Integrated Treatment of Socio-Historical and Cognitive Developmental Processes: 12. What develops? A focus on form-function relations; 13. How do quantification practices develop?; 14. Why do form-function relations shift?; Epilogue.
520			_a"The book presents a general framework for the analysis of culture-cognition relations that makes use of field studies with a remote Papua New Guinea culture group, the Oksapmin, as an illustrative case"-- _cProvided by publisher.
520			_a"Drawing upon field studies conducted in 1978, 1980, and 2001 with a remote Papua New Guinea group, the Oksapmin, Geoffrey Saxe traces the emergence of new forms of numerical representations and ideas in the social history of the community. In traditional life, the Oksapmin used a 27-body-part counting system, and there is no evidence that Oksapmin used arithmetic in prehistory. With shifting practices of economic exchange and schooling, children and adults unwittingly reproduce and alter the system as they solve new kinds of numerical and arithmetical problems, a process that leads to new forms of collective representations in the community. While Saxe,Ŵs focus is on the Oksapmin, the insights and general framework he provides are useful for understanding shifting representational forms and emerging cognitive functions in any human community"-- _cProvided by publisher.
650		0	_aCognition and culture _zPapua New Guinea.
650		0	_aNumber concept _vCase studies.
650		0	_aConstructivism (Education)
650		0	_aSocial change _zPapua New Guinea.
700	1		_aEsmonde, Indigo.
830		0	_aLearning in doing.
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2lcc _cBK _n0
999			_c697 _d697