The activities of counting and measuring in a Romany Community and in school context

Abstract

Interdisciplinary approaches of the last decades that are based upon anthropology and cognitive psychology, have contributed to the growing awareness of the interrelation between culture, cognition and context. This paper examines the way a Romany community conceives the mathematical activities of counting and measuring, through pragmatological material that is product of anthropological research in the spot. Romany students acquire cognition within the parameters of their cultural context that could contribute in their efforts to work up (school) mathematics learning, improving thus not only their role in school context but also in the broader society, as mathematics constitute a course directly connected with professional expectations. © Taru Publications.