Influence of socio-economic background and cultural practices on mathematics education in India: a contemporary overview in historical perspective-Reference-Cited by-同舟云学术

Influence of socio-economic background and cultural practices on mathematics education in India: a contemporary overview in historical perspective

Published:2014-07-06 Issue:7 Volume:46 Page:1073-1084
ISSN:1863-9690
Container-title:ZDM
language:en
Short-container-title:ZDM Mathematics Education

Author:

Bose Arindam,Kantha Vinay K.

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Link

http://link.springer.com/content/pdf/10.1007/s11858-014-0607-x.pdf

Reference38 articles.

1. ASER (2012). Annual status of education report (rural). (2012). New Delhi: ASER Centre. http://img.asercentre.org/docs/Publications/ASER%20Reports/ASER_2012/fullaser2012report.pdf . Accessed 10 June 2014.

2. Banerjee, R. (2012). Mathematics education research in India: issues and challenges. In R. Ramanujam & K. Subramaniam (Eds.), Mathematics education in India: Status and outlook. Mumbai: HBCSE.

3. Barton, A. C., & Tan, E. (2009). Funds of knowledge and discourses and hybrid spaces. Journal of Research in Science Teaching, 46(1), 50–73.

4. Bihar-Census (2001). http://censusindia.gov.in/Tables_Published/SCST/dh_sc_bihar.pdf . Accessed 10 June 2014.

5. Bose, A. (2009). Mathematical riddles among the Mushars: Linked to a historical tradition? In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, p. 439). Thessaloniki: PME.

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