STEM learning research through a funds of knowledge lens
暂无分享,去创建一个
[1] A. O. Kawagley,et al. Effective practices for creating transformative informal science education programs grounded in Native ways of knowing , 2012, Cultural Studies of Science Education.
[2] Núria Planas,et al. Latino/a Immigrant Parents’ Voices in Mathematics Education , 2009 .
[3] B. Rogoff. Developing understanding of the idea of communities of learners , 2009 .
[4] Luis C. Moll,et al. Funds of knowledge: Theorizing practices in households, communities, and classrooms , 2005 .
[5] Carol D. Lee,et al. “Every Shut Eye Ain’t Sleep”: Studying How People Live Culturally , 2003 .
[6] Léonie J. Rennie,et al. Toward an agenda for advancing research on science learning in out-of-school settings , 2003 .
[7] J. Falk,et al. Policy statement of the “informal science education” ad hoc committee , 2003 .
[8] J. Solomon. Home‐school learning of science: The culture of homes, and pupils' difficult border crossing , 2003 .
[9] Marta Civil,et al. Culture and Mathematics: A community approach , 2002 .
[10] Luis C. Moll,et al. Bridging Funds of Distributed Knowledge: Creating Zones of Practices in Mathematics , 2001 .
[11] Ronald W. Marx,et al. “Maestro, what is ‘quality’?”: Language, literacy, and discourse in project-based science , 2001 .
[12] J. Lave. Teaching, as Learning, in Practice , 1996 .
[13] G. D. Abreu. Understanding how children experience the relationship between home and school mathematics , 1995 .
[14] Joanna O. Masingila. Mathematics Practice in Carpet Laying , 1994 .
[15] Luis C. Moll. Bilingual Classroom Studies and Community Analysis: Some Recent Trends , 1992 .
[16] Luis C. Moll,et al. Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms , 1992 .
[17] Wendy Lesley Millroy,et al. An Ethnographic Study of the Mathematical Ideas of a Group of Carpenters , 1991 .
[18] A. Collins,et al. Situated Cognition and the Culture of Learning , 1989 .
[19] P. Gerdes. On possible uses of traditional angolan sand drawings in the mathematics classroom , 1988 .
[20] John C. Parker,et al. “This culture” , 1940, Electrical Engineering.
[21] Juliane Hahn,et al. Ethnomathematics A Multicultural View Of Mathematical Ideas , 2016 .
[22] Ann S. Rosebery,et al. Learning as a cultural process: achieving equity through diversity , 2014 .
[23] Lynn D. Dierking,et al. The 95 Percent Solution , 2010 .
[24] L. Resnick. Learning In School and Out , 2008 .
[25] Rosi A Andrade,et al. Transitions between Home and School Mathematics: Rays of Hope Amidst the Passing Clouds , 2002 .
[26] Marta Civil,et al. Chapter 4: Everyday Mathematics, Mathematicians' Mathematics, and School Mathematics: Can We Bring Them Together? , 2002 .
[27] Kris D. Gutiérrez,et al. Rethinking diversity: Hybridity and hybrid language practices in the third space , 1999 .
[28] Terezinha Nunes,et al. Mathematics learning as the socialization of the mind , 1999 .
[29] P. Dowling. The Sociology of Mathematics Education: Mathematical Myths / Pedagogic Texts , 1998 .
[30] David W. Carraher,et al. Street mathematics and school mathematics , 1993 .
[31] M. Harris. An Example of Traditional Women's Work as a Mathematics Resource. , 1987 .
[32] Ubiratan D'Ambrosio,et al. Ethnomathematics and its Place in the History and Pedagogy of Mathematics. , 1985 .