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This book defends that math education should systematically start out from the diverse out-of-school knowledge of children and develop trajectories from there to the Academic Mathematics tower of knowledge. Learning theories of the sociocultural school (Vygotsky and on) are used here, and ethnographic knowledge from around the world is shown to offer a rich and varied base for curricula. The book takes a political stand against the exclusively western focus in OECD analyses and proposals on math education.This book aims at agents in education and social actions in every cultural environment. But it is also attractive to mathematicians, anthropologists and other specialists. It offers a broad and scholarly view of knowledge and culture and a very original transcultural and transdisciplinarian approach to education

Education. --- Mathematics --- Educational sociology. --- Educational psychology. --- Education --- Education and sociology. --- Sociology, Educational. --- Mathematics Education. --- Educational Psychology. --- Sociology of Education. --- Study and teaching. --- Psychology. --- Knowledge, Theory of. --- Social aspects. --- Epistemology --- Theory of knowledge --- Math --- Mathematics. --- Psychology, Educational --- Psychology --- Child psychology --- Science --- Mathematics—Study and teaching . --- Education—Psychology. --- Educational sociology . --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Aims and objectives --- anthropological studies --- worldview --- religion --- ideology --- spehere --- mathematics education --- education in a post-industrial world --- postmodern society --- mathematics education and culture --- learning theories --- socio-cultural learning theory --- Whitehead and Dingler --- language and thought --- culture --- multimathemacy and education --- FORMA --- Frame Of Reference of Mathematical Activities --- formal thinking --- learning processes --- complex mathematical activities --- traditional building --- archaeological digging --- music --- dancing --- computer design --- storytelling --- exchange and market activities --- school --- visible learning --- assessment procedures --- learning and capabilities --- the dialogical self