952
Views
1
CrossRef citations to date
0
Altmetric
Articles

“¡Chalinas a 20 Pesos!”: Children’s Economic Ideas Developed Through Selling

REFERENCES

  • Berti, A., & Bombi, A. (1981). The development of the concept of money and its value: A longitudinal study. Child Development, 52, 1179–1182.
  • Berti, A. E., & Grivet, A. (1990). The development of economic reasoning in children from 8 to 13 years old: Price mechanism. Contributi Di Psicologia, 3, 37–47.
  • Brenner, M. E. (1998). Meaning and money. Educational Studies in Mathematics, 36, 123–155. doi:10.1023/A:1003176619818
  • California Department of Education. (1998). History-social studies content standards for California public schools, kindergarten through grade 12. Sacramento, CA: Author.
  • Civil, M. (2002). Chapter 4: Everyday mathematics, mathematicians’ mathematics, and school mathematics: Can we bring them together? [Monograph]. Journal for Research in Mathematics Education, 11, 40–62.
  • Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
  • Cole, M. (2006). Culture and cognitive development in phylogenetic, historical, and ontogenetic perspective. In D. Kuhn & R. S. Siegler (Eds.), Handbook of child psychology, 6th edition, volume 2: Cognition, perception, and language (pp. 636–733). Hoboken, NJ: Wiley & Sons.
  • Ginsburg, H. P., Klein, A., & Starkey, P. (1998). The development of children’s mathematical thinking: Connecting research with practice. In W. V. B. Damon ( Ed.), Handbook of child psychology (Vol. 4, pp. 404–427).
  • Guberman, S. (1996). The development of everyday mathematics in Brazilian children with limited formal education. Child Development, 67, 1609–1623.
  • Gutierrez, K., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32, 19–25. doi:10.3102/0013189X032005019
  • Instituto Nacional para ls Evaluación de la Educación. (2007). La educación para poblaciones en contextos vulnerables. Retrieved from http://www.inee.edu.mx/images/stories/Publicaciones/Informes_institucionales/2007/Partes/informe2007_presentacionb.pdf
  • Khan, F. (1999). The social context of learning mathematics: Stepping beyond the cognitive framework. Mind Culture and Activity, 6, 304–313. doi:10.1080/10749039909524734
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
  • Leiser, D., & Halachmi, B. (2006). Children’s understanding of market forces. Journal of Economic Psychology, 27(1), 6–19.
  • Nasir, N. (2000). “Points ain’t everything”: Emergent goals and average and percent understandings in the play of basketball of African American students. Anthropology and Education Quarterly, 31, 283–305. doi:10.1525/aeq.2000.31.issue-3
  • Nunes-Carraher, T., Carraher, D., & Schliemann, A. D. (1987). Written and oral mathematics. Journal for Research in Mathematics Education, 18, 83–97. Hoboken, NJ: John Wiley & Sons, Inc.
  • Parker, S., Rubalcava, L., & Graciela, T. (2002). Schooling inequality among the indigenous: A problem of resources or language barriers? ( IDB Working Paper No. 150). Washington, DC: The Inter-American Development Bank.
  • Rogoff, B., Gauvain, M., & Ellis, S. (1984). Development viewed in its cultural context. In Developmental psychology. Hillsdale, NJ: Erlbaum.
  • Saxe, G. B. (1988). Candy selling and math learning. Educational Researcher, 17(6), 14–21. doi:10.3102/0013189X017006014
  • Saxe, G. B. (1991). Culture and cognitive development: Studies in mathematical understanding. Hillsdale, NJ: Erlbaum.
  • Saxe, G. B. (2004). Practices of quantification from a socio-cultural perspective. In A. Demetriou (Ed.), Cambridge studies in cognitive and perceptual development: No.10. Cognitive developmental change: Theories, models and measurement (pp. 241–262). New York, NY: Cambridge University Press.
  • Saxe, G. B., & De Kirby, K. (2014). Cultural context of cognitive development. Wiley Interdisciplinary Reviews: Cognitive Science, 5, 447–461.
  • Schliemann, A., Araujo, C., Cassunde, M., Macedo, S., & Niceas, L. (1998). Use of multiplicative commutativity by school children and street sellers. Journal for Research in Mathematics Education, 29, 422–435.
  • Scribner, S. (1985). Knowledge at work. Anthropology & Education Quarterly, 16, 199–206. doi:10.1525/aeq.1985.16.3.05x1486d
  • Siegler, R. S., & Thompson, D. R. (1998). “Hey, would you like a nice cold cup of lemonade on this hot day“: Children’s understanding of economic causation. Developmental Psychology, 34, 146–160. doi:10.1037/0012-1649.34.1.146
  • Sitabkhan, Y. (2009). The use of convenient values among young train vendors in Mumbai, India. In Proceedings of the episteme 3 conference (pp. 114–118). Mumbai, India: Homi Bhabha Center for Science Education, TIFR.
  • Taylor, E. V. (2009). The purchasing practice of low-income students: The relationship to mathematical development. The Journal of the Learning Sciences, 18, 370–415. doi:10.1080/10508400903013462
  • Taylor, E. V. (2012). Supporting children’s mathematical understanding: Professional development focused on out-of-school practices. Journal of Mathematics Teacher Education, 15, 271–291. doi:10.1007/s10857-011-9187-7
  • Thompson, D., & Siegler, R. (2000). Buy low, sell high: The development of an informal theory of economics. Child Development, 71, 660–677. doi:10.1111/cdev.2000.71.issue-3
  • Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.
  • Vygotsky, L. S. (1987). Thought and language. Cambridge, MA: MIT Press.