### Abstract

Lingua originale | English |
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Stato di pubblicazione | Published - 2015 |

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**Cultural diversity: how can it increases the complexity of teaching mathematics in multicultural class? The case of Chinese students.** / Nicosia, G.G.

Risultato della ricerca: Paper

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TY - CONF

T1 - Cultural diversity: how can it increases the complexity of teaching mathematics in multicultural class? The case of Chinese students

AU - Nicosia, G.G

AU - Di Paola, Benedetto

PY - 2015

Y1 - 2015

N2 - The paper, examining the increasing presence of different culture students in Italy, discusses the didactical problematic of multiculturalism at School. In particular a possible “comparison” between East (China, Korea and Japan) and West mathematical epistemology is presented through a historical and linguistic cultural approaches. Some evidences of analogies and differences between the cognitive styles of Chinese and Italian learners in mathematics are presented as examples to show the complexity of teaching/learning mathematics in multicultural classroom

AB - The paper, examining the increasing presence of different culture students in Italy, discusses the didactical problematic of multiculturalism at School. In particular a possible “comparison” between East (China, Korea and Japan) and West mathematical epistemology is presented through a historical and linguistic cultural approaches. Some evidences of analogies and differences between the cognitive styles of Chinese and Italian learners in mathematics are presented as examples to show the complexity of teaching/learning mathematics in multicultural classroom

KW - Mathematics, Chinese, cultural diversity

UR - http://hdl.handle.net/10447/211398

UR - http://www.wtm-verlag.de/rogerson-a-editor-the-mathematics-education-for-the-future-project-proceedings-of-the-13th-international-conference-mathematics-education-in-a-connected-world/

M3 - Paper

ER -