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Diverse mathematical knowledge among indigenous Amazonians.
O'Shaughnessy, David M; Cruz Cordero, Tania; Mollica, Francis; Boni, Isabelle; Jara-Ettinger, Julian; Gibson, Edward; Piantadosi, Steven T.
Afiliação
  • O'Shaughnessy DM; Department of Psychology, University of California, Berkeley, CA 94720-1650.
  • Cruz Cordero T; School of Education, University of Delaware, Newark, DE 19716.
  • Mollica F; School of Informatics, University of Edinburgh, Edinburgh EH8 9AB, United Kingdom.
  • Boni I; Department of Psychology, University of California, Berkeley, CA 94720-1650.
  • Jara-Ettinger J; Department of Psychology, Yale University, New Haven, CT 06520-8205.
  • Gibson E; Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139-4307.
  • Piantadosi ST; Department of Psychology, University of California, Berkeley, CA 94720-1650.
Proc Natl Acad Sci U S A ; 120(35): e2215999120, 2023 08 29.
Article em En | MEDLINE | ID: mdl-37603761
We investigate number and arithmetic learning among a Bolivian indigenous people, the Tsimane', for whom formal schooling is comparatively recent in history and variable in both extent and consistency. We first present a large-scale meta-analysis on child number development involving over 800 Tsimane' children. The results emphasize the impact of formal schooling: Children are only found to be full counters when they have attended school, suggesting the importance of cultural support for early mathematics. We then test especially remote Tsimane' communities and document the development of specialized arithmetical knowledge in the absence of direct formal education. Specifically, we describe individuals who succeed on arithmetic problems involving the number five-which has a distinct role in the local economy-even though they do not succeed on some lower numbers. Some of these participants can perform multiplication with fives at greater accuracy than addition by one. These results highlight the importance of cultural factors in early mathematics and suggest that psychological theories of number where quantities are derived from lower numbers via repeated addition (e.g., a successor function) are unlikely to explain the diversity of human mathematical ability.
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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Desenvolvimento Infantil / Cognição Tipo de estudo: Systematic_reviews Limite: Child / Humans País/Região como assunto: America do sul / Bolivia Idioma: En Revista: Proc Natl Acad Sci U S A Ano de publicação: 2023 Tipo de documento: Article País de publicação: Estados Unidos
Texto completo
Adicionar na Minha BVS
Imprimir
XML
PubMed Links
Buscar no Google

Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Desenvolvimento Infantil / Cognição Tipo de estudo: Systematic_reviews Limite: Child / Humans País/Região como assunto: America do sul / Bolivia Idioma: En Revista: Proc Natl Acad Sci U S A Ano de publicação: 2023 Tipo de documento: Article País de publicação: Estados Unidos