Social and Cultural Contexts in the Teaching and Learning of Whole Number Arithmetic

Abstract

This chapter witnesses the growing importance of understanding the role of the social and cultural context in which the teaching and learning of mathematics is situated, outlining the background to the studies conducted in recent decades. The aim of this chapter is to report on the process that led the IPC to prepare a background information context form for each submitted paper, for the first time in an ICMI Study and, also, in any major international conference. A short analysis of the 66 completed context forms that were received is provided with elaboration and commentary. These data are a convenience sampling based on these submissions, rather than a representation of the population of mathematics educators as a whole. The information provides an ‘insider’ view based on the applicants’ perceptions, rather than a collection of objective data. This contextual information, however, concerns the participants attending the ICMI23 Macao Conference; hence it is important to understand the perceptions of the contributors involved in writing this volume: the data provide outlines of the pre- and primary level schooling cultures and systems within which particular kinds of findings, interventions and outcomes are achieved.