Papers by Charoula Stathopoulou
Quaderni di Ricerca in Didattica, 2012
Introduction The last decade there is a turn in mathematics education research into a political p... more Introduction The last decade there is a turn in mathematics education research into a political perspective: reflecting its own development and its influence in the reform of the mathematics education. The main assumption of this turn is that “mathematics education consists of ...
Drawn on the notional system of the Systemic Functional Linguistics (Halliday 1978) and on "Spati... more Drawn on the notional system of the Systemic Functional Linguistics (Halliday 1978) and on "Spatial Pedagogy" (Lim and al. 2012), in this paper we attempt to investigate the relationship meaning which enacts the use of space by the teacher and the students in two mathematical classrooms. According to our assumption, space is significant as the material site where various semiotic resources of the teacher (language, movement etc) are embodied and instantiated and as such it is related to different conceptions and attitudes of his pedagogical attitude.
Advances in Mathematics Education, 2015
Advances in Mathematics Education, 2015
Advances in Mathematics Education, 2015
Journal of Interdisciplinary Mathematics, 2007
Interdisciplinary approaches of the last decades that are based upon anthropology and cognitive p... more Interdisciplinary approaches of the last decades that are based upon anthropology and cognitive psychology, have contributed to the growing awareness of the interrelation between culture, cognition and context. This paper examines the way a Romany community conceives the mathematical activities of counting and measuring, through pragmatological material that is product of anthropological research in the spot. Romany students acquire cognition within the parameters of their cultural context that could contribute in their efforts to work up (school) mathematics learning, improving thus not only their role in school context but also in the broader society, as mathematics constitute a course directly connected with professional expectations.
International Journal of Mathematics Education, 2012
Drawn on the notional system of the Systemic Functional Linguistics (Halliday 1978) and on "Spati... more Drawn on the notional system of the Systemic Functional Linguistics (Halliday 1978) and on "Spatial Pedagogy" (Lim and al. 2012), in this paper we attempt to investigate the relationship meaning which enacts the use of space by the teacher and the students in two mathematical classrooms. According to our assumption, space is significant as the material site where various semiotic resources of the teacher (language, movement etc) are embodied and instantiated and as such it is related to different conceptions and attitudes of his pedagogical attitude.
For the learning of mathematics, 2005
In honor of Ubiratan D'Ambrosio Mathematicians and math educators must accept, as priority, the p... more In honor of Ubiratan D'Ambrosio Mathematicians and math educators must accept, as priority, the pursuit of a civilization with dignity for all, in which inequity, arrogance and bigotry have no place. This means, to achieve a world in peace. ABSTRACT Ethnomathematics owes both its power and its limitations to its origins in the Western conceptual axioms of culture and mathematics. We explore potentially contradictory impulses inherent to ethnomathematics that prevent richer applications to mathematics education, as well as some ways through which these contradictions sometimes preserve forms of indignity and injustice. We then propose alternative foundations for the program of ethnomathematics grounded in post-colonial notions of dignity, recognition and reconciliation, connecting these ideas to forgiveness as both critical awareness of dispossession, and as refusal to allow dispossession and indignity to influence the present and future. A etnomatemática deve tanto seu poder quanto suas limitações às suas origens nos axiomas conceituais ocidentais da cultura e da matemática. Assim, exploramos os impulsos potencialmente contraditórios inerentes à etnomatemática e que impedem as suas aplicações mais valiosas para a educação matemática, bem como os meios pelos quais essas contradições, às vezes, preservam as formas de indignidade e de injustiça. Dessa maneira, propomos bases alternativas para o programa etnomatemática fundamentadas em noções de pós-coloniais de dignidade, reconhecimento e reconciliação, conectando essas ideias com o perdão tanto como consciência crítica de RIPEM V.6, N.1, 2016 27 desapropriação como de recusa em permitir que a desapropriação e a indignidade possam influenciar o presente e o futuro.
This research focuses in the design and implementation of a didactical experiment regarding teach... more This research focuses in the design and implementation of a didactical experiment regarding teaching through 'Drama techniques', the axiomatization of Euclidean and Non-Euclidean Geometries as far as the history of Euclid's fifth postulate, in 11th grade students in a Greek upper high school. The objective was twofold: research and instruction. Regarding research the exploring of the way drama in education techniques affect the instructional classroom practices was the main purpose. Regarding the instruction our main aims were the students' understanding the axiomatization of these three systems of geometry and to change their stereotypical believes about Geometry and its instruction. Exploitation of ethnographic research techniques (observation, interviews) helped us gather research data, while all students' presentations were videotaped and analyzed. Our research offers significant evidence that 'Drama techniques' helped for creative and innovative practices to be formed in a class of active students who cooperated towards the development of mathematical knowledge.
This study examines the conditions in which the informal cognition children acquire through their... more This study examines the conditions in which the informal cognition children acquire through their every day experience is a suitable didactical context, in relation to the cultural particularities of the student group and its participation in the school. More specifically, an experiment was conducted to examine whether the informal cognition Romany children acquire through the money dealings in which they are involved, could be a working didactical context for teaching mathematics in a first grade education. It seems that the use of this context leads to the improvement in math education of this particular cultural group only if we use in the classroom very concrete money units. The results are different when we keep the context -money dealings -but we use money units unfamiliar to them, as units of small value are. A comparative study shows that this context is an ineffective one when the student group has not the same cultural particularities and school behavior.
We present the design and implementation of a cross-curriculum project concerning the history of ... more We present the design and implementation of a cross-curriculum project concerning the history of 5 th postulate that was carried out among 11th grade students in a public school in Athens. We used History of mathematics as a unifying framework for an interdisciplinary curriculum through 'Drama in Education'techniques. Drama in education contributed to a creative way for the students to reflect on broader learning issues (emotional, cognitive, social and political) mostly because of Drama experiential dimension.
First hand material that is collected on the spot, in a multicultural community in Athens, is use... more First hand material that is collected on the spot, in a multicultural community in Athens, is used to demonstrate the relation between the mathematical cognition acquired by Romany within their community and mathematics learning of Romany students in school context. The fact that the formal education contemn or ignore the special cognition with which Romany students come to school is connected not only with their low school aptitude but also with the preservation of their marginal role in school as well as in the society.
Abstract Although D'Ambrosio (2001) in his later work speaks about the political dimension of Eth... more Abstract Although D'Ambrosio (2001) in his later work speaks about the political dimension of Ethnomathematics as 'an evidence'and the researchers of Critical Mathematics Education have incorporated ethnomathematical ideas in their research, these two approaches are up to now perceived as separate research fields. In this paper we briefly present the development of both research fields and we explore their similarities.
Educational Studies in Mathematics, Jan 1, 2007
For the Learning of Mathematics, Jan 1, 2006
Nexus Network Journal, Jan 1, 2007
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Papers by Charoula Stathopoulou