FORMAL SCHOOLING VERSUS PRACTICAL EXPERIENCE IN SOLVING PROBLEMS
A study among carpenters and carpentry apprentices
Abstract
This study aimed at analysing the contribution of formalschooling versus that of practical work experience on the solution of aproblem related to everyday work of carpenters. Subjects were 15professional carpenters who had from none to six years of formalschooling and 28 carpentry apprentices age 13 through 18, who had atleast six years of formal schooling. Each of the subjects were asked tofind out how much wood he would need to buy if he were to build fivebeds like the one shown in a drawing. Professional carpentersperformed better than the apprentices. Results are discussed in termsof possible contributions for mathematics teaching in schools.
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References
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na escola, zero: os contextos culturais da aprendizagem da matemática.
Cadernos de Pesquisa, 42, 79-86.
CARRAHER, T. N., CARRAHER, D. W., & SCHLIEMANN, A. D. (1985). Mathematics
in the streets and in schools. British Journal of Developmental Psychology, 3
21-29.
CARRAHER, T. N., CARRAHER, D. W., & SCHLIEMANN, A. D. (no prelo). Written
and oral Mathematics. Journal for Research in Mathematics Education.
GREENFIELD, P. M. (1966). On culture and conservation. Em J. S. Bruner, R. R.
Olver & P. M. Greenfield (Eds.), Studies in cognitive development. Nova
Iorque: Wiley.
GREENFIELD, P. M., & LAVE, J. (1982). Cognitive aspects of informal education.
Em D. Wagner & H. Stevenson (Eds.), Cultural perspectives on child
development. San Francisco: Freeman & Co.
LAVE. J. (1977). Cognitive consequences of traditional apprenticeship training in
West Africa. Anthropology and Education Quarterly, 7, 177-180.
LURIA, A. (1976). Cognitive development: Its cultural and social foundations.
Cambridge: Harvard University Press.
PETITTO, A. (1982). Practical arithmetic and transfer: a study among West Africa
tribesman. Journal of Cross-Cu/tura/ Psychology, 13, 1 5-28.
REED, H. J., & LAVE, J. (1979). Arithmetic as a tool for investigating relations
between culture and cognition. American Ethnologist, 6, 568-582.
ROGOFF, B. (1981). Schooling and the development of cognitive skills. Em H. C.
Triandis & A. Heron (Eds.), Handbook of Cross-Cultural Psychology, vol. 4.
Boston: Allyn & Bacon.
SCRIBNER, S. (1984a). Product assembly: optimizing strategies and their
acquisition. The Quarterly Newsletter of the Laboratory of Comparative
Human Cognition, 6, 11-19.
SCRIBNER, S. (1984b). Organizing knowledge at work. The Quarterly Newsletter of
the Laboratory of Comparative Human Cognition, 6, 26-32.
SCRIBNER, S., & COLE, M. (1981). The Psychology of literacy. Cambridge: Harvard
University Press.
SHARP, D. W., COLE, M., & LAVE, С (1979). Education and cognitive development:
the evidence from experimental research. Monographs of the Society for
Research in Child Development, 44 (1-2, n.° 178).
STEVENSON, H. W., PARKER, Т., WILKINSON, A., BONNEVAUX, В., &
GONZALEZ, M. (1978). Schooling, environment, and cognitive development:
A cross-cultural study. Monographs of the Society for Research in Child
Development, 43 (3, n.° 175).
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Published
2012-07-05
How to Cite
Dias Schliemann, A. (2012). FORMAL SCHOOLING VERSUS PRACTICAL EXPERIENCE IN SOLVING PROBLEMS: A study among carpenters and carpentry apprentices. Psicologia: Teoria E Pesquisa, 2(3), 233–244. Retrieved from https://periodicos.unb.br/index.php/revistaptp/article/view/17003
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