top of page

REFERENCES

 

Abtahi, Y. (2019). Epistemological dialogue: Other ways of knowing and our blind spots. Mathematics Education and Culture, 13(1). Open Access.

 

Abtahi. Y. (2019).  More than cultural awareness: Awareness of self-in-relation. The Philosophy of Mathematics Education Journal. Open access.

 

Abtahi, Y. (2019). An expensive external peace and the role of Mathematics education in reclaiming humanity and dignity. In. (Eds. Subramanian, J). Proceedings of the Ninth International Mathematics Education and Society Conference, Vol. 2. India: MES.

 

Abreu, G. (2005). Cultural identities in the multiethnic mathematical classroom. In M. Bosch (Ed.), Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education (pp. 1131–1140). Sant Feliu de Guíxols, Spain: FUNDEMI IQS, Universitat Ramon Llull.

  

Alrø, H., Skovsmose, O., & Valero, P. (2005). Culture, diversity and conflict in landscapes of mathematics learning. In M. Bosch (Ed.), Proceedings of the fourth Congress of the European Society for Research in Mathematics Education (pp. 1141- 1152). Sant Feliu de Guíxols, Spain: FUNDEMI IQS, Universitat Ramon Llull.

 

Andrews, J., Ching, Y. W., Greenhough, P., Hughes, M., & Winter, J. (2005). Teachers’ funds of knowledge and the teaching and learning of mathematics in multi-ethnic primary schools: Two teachers’ views of linking home and school. ZDM: International Journal on Mathematics Education, 37(2), 72-80.

 

Appelbaum, P., & Stathopoulou, C. (2015). 13 Critical Issues in culture and mathematics learning. Handbook of International Research in Mathematics Education, 744-798.

 

Bakhtin, M. M. (1981). The dialogic imagination: Four essays. (Ed., M. Holquist; Trans, C. Emerson & M. Holquist). Austin, TX: University of Texas Press.

 

Barajas-López, F. (2014). Mexican immigrant students' schooling experiences and the construction of disengagement in mathematics learning contexts. Journal of Latinos and Education, 13(1), 14- 32.

 

Barwell, R. (2012). Heteroglossia in multilingual mathematics classrooms. In Forgasz, H., & Rivera, F. (Eds.), Towards equity in mathematics education: Gender, culture and diversity (pp. 315-332). Heidelberg: Springer.

 

Barwell, R. (2014). Centripetal and centrifugal language forces in one elementary school second language mathematics classroom. ZDM 46(6), 911-922.

  

Barwell, R. (2016). Formal and informal mathematical discourses: Bakhtin and Vygotsky, dialogue and dialectic. Educational Studies in Mathematics 92(3), 331-345.

Barwell, R. (2016). Investigating stratification, language diversity and mathematics classroom interaction. PNA 11(1), 34-52.

 

Barwell, R. (submitted) Learning mathematics in a second language: language positive and language neutral classrooms. (11,900 words)

  

Bishop, A. J. (1994). Cultural conflicts in mathematics education: Developing a research agenda. For the Learning of Mathematics, 14(2), 15-18.

  

Bishop, A., & Presmeg, N. (Eds.), Transitions between contexts of mathematical 7 practices (pp. 53-79). Dordrecht: Kluwer Academia Publishers.

 

Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge, UK: Cambridge University

Press.

 

Blommaert, J., & Rampton, B. (2011). Language and superdiversity. Diversities, 13(2), 1-21.

 

Bolger, N., Davis, A., & Rafaeli, E. (2003). Diary methods: Capturing life as it is lived. Annual Review of Psychology, 54, 579-616.

 

Busch, B. (2014). Building on heterglossia and heterogeneity: The experience of a multilingual classroom. In Blackledge, A. & Creese, A. (Eds.), Heteroglossia as practice and pedagogy (pp. 21–40). Dordrecht, The Netherlands: Springer.

 

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, 499-531.

 

Castro, A. J. (2010). Themes in the research on preservice teachers’ views of cultural diversity: Implications for researching millennial preservice teachers. Educational Researcher, 39, 198-210.

 

César, M., & Favilli, F. (2005). Diversity seen through teachers’ eyes: Discourse about multicultural classes. In M. Bosch (Ed.), Proceedings of the fourth Congress of the European Society for Research in Mathematics Education (pp. 1153-1164). Sant Feliu de Guíxols, Spain: FUNDEMI IQS, Universitat Ramon Llull.

 

Cheng, Q., Wang, J., Hao, S., & Shi, Q. (2014). Mathematics performance of immigrant students across different racial groups: An indirect examination of the influence of culture and schooling. Journal of International Migration and Integration, 15(4), 589-607.

 

Chronaki, A. (2005). Learning about ‘learning identities’ in the school arithmetic practice: The experience of two young minority Gypsy girls in the Greek context of education. European Journal of Psychology of Education, XX, 61-74.

 

Civil, M. (2007). Building on community knowledge: An avenue to equity in mathematics education. In N. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 105-117). New York, NY: Teachers College Press.

 

Civil, M., & Andrade, R. (2002). Transitions between home and school mathematics: Rays of hope amidst the passing clouds. In de Abreu, G., Bishop, A. J., & Presmeg, N. C. (Eds.), Transitions between contexts of mathematical practices (pp. 149- 169). Dordecht: Kluwer.

 

Clarkson, P. C. (2007). Australian Vietnamese students learning mathematics: High ability bilinguals and their use of their languages. Educational Studies in Mathematics, 64(2), 191-215.

 

Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches.Thousand Oaks, CA: Sage.

  

Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters.

 

Cummins, J. (2009). Pedagogies of choice: Challenging coercive relations of power in classrooms and communities. International Journal of Bilingual Education and Bilingualism, 12(3), 261-271.

 

D’Ambrosio, U. (2006). Ethnomathematics. Rotterdam: Sense Publishers

  

Gates, P. (2006). The place of equity and social justice in the history of PME. In Gutiérrez, A., & Boero, P. (Eds.), Handbook of research on the Psychology of Mathematics Education: Past, present and future (pp. 367-402). Rotterdam: Sense Publishers.

 

Gee, J.P. (1999). An introduction to discourse analysis: Theory and method. London: Routledge.

 

Gerardo, J. M., Guitiérrez, R., & Irving, S. (2012). Playing games to “change the game”: Preservice teachers learning to support Latina/o adolescents through an after-school mathematics club. Paper presented at the American Educational Research Association, Vancouver, Canada.

 

Gerdes, P. (1988). On possible uses of traditional Angolan sand drawings in the mathematics classroom. Educational Studies in Mathematics, 19(1), 3–22

  

González, N., Moll, L., & Amanti, C. (Eds.) (2005). Funds of knowledge: Theorizing practice in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum.

 

Gorgorió, N., & Planas, N. (2005). Cultural distance and identities-in-construction within the multicultural mathematics classroom. ZDM, Zentralblatt für Didaktik der Mathematik, 37(2) 64- 71.

 

Gutiérrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19-25.

 

Ladson-Billings, G. (1999). Preparing teachers for diverse student populations: A critical race theory perspective. Review of Research in Education, 24, 211-247.

 

Ladson-Billings, G. (2009). The Dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Lisbon: Centro de Investigação em Educação, Universidade de Lisboa & Aalborg: Department of Education, Learning and Philosophy, Aalborg University.

 

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.

 

Lunney Borden, L., & Wagner, D. (2010). Qualities of respectful positioning and their connections to quality mathematics. In Atweh, B., Graven, M., Secada, W., & Valero, P. (Eds), Mapping equity and quality in mathematics education (pp. 379-391). Springer Netherlands.

 

Marks, G. N. (2005). Accounting for immigrant non-immigrant differences in reading and mathematics in twenty countries. Ethnic and Racial Studies, 28(5), 925-946,

 

Matthews, L. E. (2003). Babies overboard! The complexities of incorporating culturally relevant teaching into mathematics instruction. Educational Studies in Mathematics, 53, 61-82.

  

Meaney, T. (2004). So what’s power got to do with it? In Walshaw, M. (Ed.), Mathematics education within the postmodern (pp. 181-199). Greenwich, CT: Information Age Publishing

 

Mesquita, M., Pais, A., & François, K. (2014). Communitarian mathematics education: walking into boundaries. EM TEIA-Revista de Educação Matemática e Tecnológica Iberoamericana, 5(1), 1-18.

 

Nieto, S. M. (2002). Profoundly multicultural questions. Educational Leadership, 60(4), 6-10.

 

Nieto, S. (2015). The light in their eyes: Creating multicultural learning communities. New York: Teachers College Press.

10

 

Norén, E. (2015). Agency and positioning in a multilingual mathematics classroom. Educational Studies in Mathematics, 89(2), 167-184.

  

Ogbu, J. U. (1992). Understanding cultural diversity and learning. Educational Researcher, 21(8), 5-14.

 

Owens, K. (2015). Changing the teaching of mathematics for improved Indigenous education in a rural

Australian city. Journal of Mathematics Teacher Education, 18(1), 53-78.

 

Prediger, S., Renk, N., Büchter, A., Gürsoy, E., & Benholz, C. (2013). Family background or language disadvantages? Factors for underachievement in high stakes tests. In Lindmeier, A. M. & Heinze, A. (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (vol. 4, pp. 4-49). Kiel, Germany: PME.

 

Presmeg, N. (2007). The role of culture in teaching and learning mathematics. In Lester, F. K. (Ed.), Second Handbook of Research on Mathematics Teaching and Learning (pp. 435-458). Charlotte, NC: Information Age Publishing.

 

Reid, D. A., Simmt, E., Savard, A., Suurtamm, C., Manuel, D., Lin, T. W. J., Quigley, B., & Knipping, C. (2015). Observing observers: Using video to prompt and record reflections on teachers’ pedagogies in four regions of Canada. Research in Comparative and International Education, 10(3) 367-382.

 

Said, E. W. (2012). Culture and imperialism. Vintag. New York Press.

 

Tobin, J., & Johnson, R. (1994). A multicultural, multivocal, multimedia approach to teaching classroom management and preservice teachers. Teaching Education, 6(1), 113-122.

 

Valero, P. (2007). A socio-political look at equity in the school organization of mathematics education. ZDM, 39(3), 225-233.

 

Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30(6), 1024-1054.

 

Willey, C., Lopez Leiva, C.A., & Vomvoridi-Ivanovic, E. (2012). Reconnecting with powerful, personal resources to teach and learn mathematics: Experiences of three Latina/o preservice teachers. Paper presented at the American Educational Research Association, Vancouver, Canada.

 

Zevenbergen, R. (2008). The dilemmas of indigenous education: The passion for ignorance. In Matos, J- F., Valero, P. & Yasukawa, K. (Eds.) Proceedings of the Fifth International Mathematics Education and Society Conference (pp. 505-514). Lisbon: Centro de Investigação em Educação, Universidade de Lisboa–Department of Education, Learning and Philosophy, Aalborg University.

bottom of page