Readings Related to Mathematics Teachers and Teaching
Research on Children’s Mathematical Thinking
Carpenter, T. (1985). Learning to add and subtract: An exercise in problem solving. In E. Silver (Ed.), Teaching and learning mathematical problem solving: Multiple research perspectives (pp. 17-40). Hillsdale, NJ: Erlbaum.
Carpenter, T., Fennema, E., Peterson, P. & Carey, D. (1988). Teachers’ pedagogical content knowledge of students’ problem solving in elementary arithmetic. Journal for Research in Mathematics Education, 19, 385-401.
Carpenter, T., Fennema, E., Peterson, P., Chiang, C., & Loef, M. (1989). Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26 (4), 499-531.
Chamberlin, M. (2005). Teachers’ discussions of students’ thinking: Meeting the challenge of attending to students’ thinking. Journal of Mathematics Teacher Education, 8, 141-170.
Empson, S. B., Junk, D., Dominguez, H., & Turner, E. (2006) Fractions as the Coordination of Multiplicatively Related Quantities: A Cross-Sectional Study of Children’s Thinking. Educational Studies in Mathematics, 63, 1, 1-28.
Fennema, E., Franke, M. L., Carpenter, T. P., & Carey, D. A. (Fall, 1993). Using children’s knowledge in instruction. American Educational Research Journal, 30 (3), 555-583.
Fuson, K. (1992). Research on whole number addition and subtraction. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 243-275). New York: Macmillan.
Jacobs, V., Ambrose, R., Clement, L. & Brown, D. (2006). Using teacher produced videotapes of student interviews as discussion catalysts. Teaching Children Mathematics, 276-281.
Kazemi, E., & Franke, M. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7(3), 203–235.
Villasenor, A., & Kepner, H., “Arithmetic from a Problem-Solving Perspective: An Urban Implementation,” Journal for Research in Mathematics Education, 24 (1), 1993, pp. 62-69.
Research on Diversity, Equity, and Children’s Funds of Knowledge (Cultural, Linguistic, Community, Family) Related to Mathematics
Brenner, M. (1998). Development of mathematical communication in problem solving groups by language minority students. Bilingual Research Journal, 22, 2, 3 & 4, 149-175.
Cahnmann, M. & Remillard, J. (2002). What counts and how: Mathematics teaching in culturally, linguistically, and socioeconomically diverse urban settings. The Urban Review, 34 (3), 179-204.
Civil, M. (2006). Building on community knowledge: An avenue to equity in mathematics education. In N. Nasir and P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 105-117). New York: Teachers College Press.
Civil, M. (2002). Culture and Mathematics: A community approach. Journal of Intercultural Studies, 23 (2), 133-148.
de Abreu, G. (1995). Understanding how children experience the relationship between home and school mathematics. Mind, Culture, and Activity, 2(2), 119–142.
Ensign, J. (2005). Helping teachers use students’ home cultures in mathematics lessons: Developmental stages of becoming effective teachers of diverse students. In A. Rodriguez & R. Kitchen (Eds.), Preparing mathematics and science teachers for diverse classrooms: Promising strategies for transformative pedagogy (pp. 225-242). Mahwah, NJ: Lawrence Erlbaum.
González, N., Moll, L. & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Earlbaum.
González, N., Andrade, R., Civil, M., Moll, L. (2001). Bridging funds of distributed knowledge: Creating zones of practices in mathematics. Journal of Education for Students Placed at Risk, 6 (1&2), 115-132.
Gutiérrez, R. (2002). Beyond Essentialism: The Complexity of Language in Teaching Mathematics to Latina/o Students. American Educational Research Journal, 39(4), 1047-1088.
Gutsetin, E., Lipman, P., Hernandez, P., & Reyes, R. (1997). Culturally relevant mathematics teaching in a Mexican American context. Journal for Research in Mathematics Education, 28 (6), 709-737.
Khisty, L. (1995). Making inequality: issues of language and meaning in mathematics teaching with Hispanic students. In W. Secada, E. Fennema, & L. Adajain (Eds.), New directions for equity in mathematics education (pp. 279-297). New York: Cambridge.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Education Research Journal, 32 (3), 465-491.
Lipka, J. (2005). Math in a cultural context: Two case studies of a successful culturally based math project. Anthropology and Education Quarterly, 36(4), 367–385.
Lubienski, S. T. (2007). Research, reform and equity in mathematics education. In N. S. Nasir & P. Cobb [Eds.] Improving access to mathematics: Diversity and equity in the classroom (pp. 10-23). New York: Teacher’s College Press.
Lubienski, S. T. (2000). Problem solving as a means toward “mathematics for all”: An exploratory look through a class lens. Journal for Research in Mathematics Education, 31(4), 454-482.
Maldonado, L., Turner, E., Dominguez, H. & Empson, S. (2008, in press). English Language Learners Learning From and Contributing To Mathematical Discussion. To appear in Mathematics for ALL: Instructional Strategies for Diverse Classrooms: Grades 3-5. Reston, VA: NCTM.
Matthews, L. (2003). Babies overboard! The complexities of incorporating culturally relevant teaching into mathematics instruction. Educational Studies in Mathematics, 53, 61-82.
Moll, L.C. (1992). Bilingual classrooms and community analysis: Some recent trends. Educational Researcher,2 (2), 20-24.
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31 (2), 132-141.
Moschkovich, J. (2002). A situated and sociocultural perspective on bilingual mathematics learners. Mathematical Thinking and Learning, 4 (2&3), 289-212.
Nasir, N., Hand, V. & Taylor, E. (2008). Culture and Mathematics in School: Boundaries Between “Cultural” and “Domain” Knowledge in the Mathematics Classroom and Beyond. Review of Research in Education, 32(1): 187 – 240.
Tate, W. (1994, February). Race, retrenchment and the reform of school mathematics. Phi Delta Kappan, 477-484.
Research on Integrating Children’s Mathematical Thinking with Children’s Funds of Knowledge
Foote, M. (2006). Joining a study of culture and mathematical thinking by examining an individual child. In Alatorre, S., Cortina, J.L., Sáiz, M., and Méndez, A.(Eds) Proceedings of the 28 annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 2, 693. Mérida, México: Universidad Pedagógica Nacional.
Foote, M. Q. (2009). Stepping out of the classroom: Building teacher knowledge for developing classroom practice. Teacher Education Quarterly, 36(3), 39-53.
Rodriguez, A. (2005). Using sociotransformative constructivism to respond to teachers’ resistance to ideological and pedagogical change. In A. Rodriguez & R. Kitchen (Eds.), Preparing mathematics and science teachers for diverse classrooms: Promising strategies for transformative pedagogy (pp. 17-32). Mahwah, NJ:Lawrence Erlbaum.
Turner, E., Celedon-Pattichis, S., & Marshall, M. A. (2008). Opportunities to LearnProblem Solving and Mathematics Discourse among Latino/a Kindergarten Students.
In R. Kitchen & E. Silver (Eds.) Promoting high participation and success in mathematics by Hispanic students: Examining opportunities and probing promising practices [A Research Monograph of TODOS: Mathematics for ALL] Washington D.C.: National Education Association Press.