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This work is part of a graduate thesis project at the Universidad Nacional de Córdoba, whose purpose investigates how the builders decide issues in their labor practices involving mathematical knowledge to a mathematical observer. Here a type of tasks involved in laying floors on a small construction site is described. The analysis, which is still in process, from the TAD shows some possible interpretations of gestures that make visible knowledge in a particular context for a specialized look. [ABSTRACT FROM AUTHOR]

In this paper our interest is centered on a discussion about progress made in those aspects of the doctorate Project "Conditions found in the teaching of mathematics for adults with low levels of schooling" concerning the analysis of processes generated in the workshop for educators implemented by a Center of Primary Level for Adults (CENPA, for its acronym in Spanish) in the city of Córdoba, from September, 2008, until November, 2009. The analytic strategy chosen for this purpose has been based on the reconstruction of the problems afflicting the teacher's work on knowledge in the EDJA. Here we will seek to account for the complexity of the task of adaptating teaching matter for this modality and of proposals put forward to that end. Particularly we will retrieve some strategies adopted by the workshop: ways of analysing teaching matter for children used by teachers of the CENPA, and diverse options for designing learning situations under the conditions existing in the classrooms of the EDJA (a non gradual space where work takes place at a discontinuous teaching pace). [ABSTRACT FROM AUTHOR]

This paper reconstructs some findings of the project "Common arithmetic knowledge and productive and social practices"; the questions which direct it are: What sort of number and calculus problems its productive and social insertion poses to these organizations? IA/hat are the social worries that support the strategies in the solving of arithmetic problems? The empirical referent is constructed through the perspective of two women who lead two productive organizations (in Mexico and Argentina) of self-management linked to craft production. Some analytical advances referred to Mexico (Purepecha indigenous community) are reported. In particular, the uses of numeracy and their links to the community social criteria of extra mathematical order that underlie and cross different situations which are framed not in an individual action, but in a collective one. These criteria rule two kinds of relations: the inner ones and the outer ones, crossed by the concerns around power (the nice power) and the defence (to face the outside) of the organization. The reconstructing of these senses implies a positioning that redefines the polarity literacy! illiteracy, by asking how one can learn to read or write numbers under such circumstances, when the knowledge of the number writings is limited. [ABSTRACT FROM AUTHOR]

In this proposal some uses of the prior knowledge of illiterate people are discussed regarding adult education proposals (Delprato, 2002); trying to decipher the particularities and implications of recovering the prior knowledge of the adults with diverse reaches: as strategy of «familiarization» of the notions; as oral procedures with an own logic that require to be gifted with adapted ways of registration; as knowledge in function of educational and labor paths that demands a reconstruction (in terms of employed procedures and of statute and value that the subject assign as strategy) to anticipate probable interactions with the conventional procedures; and as representations regarding mathematical knowledge as social use representation system. [ABSTRACT FROM AUTHOR]