229
here faces a real dilemma. Aware of progressive practice and thinking
how does she engage students with its possibilities. The encounter
with a concrete example of such practice is an obvious way in. Por
the practical implications of such perspectives are what engage the
students here.
School C 22.1.82 P25 vi
SS2 What I want to know is the role of Maths
in multi-cultural work
Tutor
Yes ,
on.
Ml Change the title of the books.
Tutor Is that really all, do you think that’s it?
Ml No, I really haven’t thought about it for
Maths much. I’m sure parts of the books,
the examples are all white children playing
around - I can’t see that it's that easy
to suddenly introduce multi-cultural -
Tutor
If you go back to Res Tutor’s point about
it not merely being
about black children
dividing their apples
up,
mean
that’s OK
- but that
point
if Maths
≡4
teachers thought it was important they could
do something about it but isn’t
there something
more
important
- what Maths
what it ’ s
used for and once you start asking that,
the nature of a discipline - how it’s con-
ceived by teachers and pupils and its relation
to other areas suggests something more funda-
mental, doesn't it.
Ml
Tutor
tice?
Ml
but
what does it actually mean in prac-
That the limits on what Maths is presents
problems
for all kinds of people - how it
is learned and what its applications might
be which are still very limiting aren’t they
for all kids.
Yes but I still don’t see you can go all
that far - I can’t really see that a
curriculum
can
become
multі-cultural
Maths
- It
can do a lot of harm with stereotypes and
white examples and the games they use.
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