Cognition, Algebra, and Culture in the Tongan Kinship Terminology

We present an algebraic account of the Tongan kinship terminology (TKT) that provides an insightful journey into the fabric of Tongan culture. We begin with the ethnographic account of a social event. The account provides us with the activities of that day and the centrality of kin relations in the event, but it does not inform us of the conceptual system that the participants bring with them. Rather, it is a slice in time of an ongoing dynamic process that links behavior with a conceptual system of kin relations and vice versa. To understand this interplay, we need an account of the underlying conceptual system that is being activated during the event. Thus, we introduce a formal, algebraically based account of TKT. This account brings to the fore the underlying logic of TKT and allows us to distinguish between features of the kinship system that arise from the logic of TKT as a generative structure and features that must have arisen through cultural intervention

What Are Kinship Terminologies, and Why Do We Care? A Computational Approach to Analyzing Symbolic Domains

Kinship is a fundamental feature and basis of human societies. We describe a set of computational tools and services, the Kinship Algebra Modeler, and the logic that underlies these. These were developed to improve how we understand both the fundamental facts of kinship, and how people use kinship as a resource in their lives. Mathematical formalism applied to cultural concepts is more than an exercise in model building, as it provides a way to represent and explore logical consistency and implications. The logic underlying kinship is explored here through the kin term computations made by users of a terminology when computing the kinship relation one person has to another by referring to a third person for whom each has a kin term relationship. Kinship Algebra Modeler provides a set of tools, services and an architecture to explore kinship terminologies and their properties in an accessible manner

Breaking the addition addiction: creating the conditions for knowing-to act in early algebra

We use data from a teaching experiment with a group of eight years old students to explore the potential of examining number sentences to promote relational thinking. This type of thinking requires attention to mathematical structure through consideration of relationships between terms contained in the sentence and not just on computation and comparison of the numeric values of each side. We show that children came to “know-to act” in the context of written activities and orchestrated discussions about number sentences, overcoming some of their computational habits and developing new ways to see and more flexibly approach the sentences. The results help to advance the study of young students´ emergent algebraic modes of thinking