ABSTRACT
We have seen in Chapter 11 that schooled nonsellers who have no involvement with the Brazilian economy acquire a mathematics that is distinct from that of sellers’ mathematics in various ways. In contrast to nonschooled sellers, schooled nonsellers acquire a well-differentiated knowledge of our number orthography, and they use orthographic-based procedures to address arithmetical problems linked to the candy-selling practice. In the next three chapters, I probe the possible interplay between the mathematical forms that children use and specialize in school and the practice-linked forms that children use and specialize in candy selling.
