Transitions Between Contexts of Mathematical Practices
Transitions Between Contexts of Mathematical Practices
I’m the worst, because as I said there’s no way I can get it into my head, even though I pay attention’ (Abreu, 1993, p. 124). This was how Severina, daughter of an unschooled sugar-cane farm worker, judged her performance in school mathematics. She entered school at the age of 6. At 14 she was still in year 5. She repeated year 4 three times. After school she worked on the production of manioc flour, and also helped her father in sugar-cane farming during the harvest. She acknowledged that peop