Relationships between macro and micro socio-cultural contexts: implications for the study of interactions in the mathematics classroom

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Diversity, Equity, and Mathematical Learning (2002, background): “We contend that the contributors’use of sociocultural constructs is both reasonable and potentially productive because of the mounting evidence that the culturally based interpretations that students bring to the mathematics classroom can profoundly influence both how they learn and indeed what they”
Contextualising the notion of ‘belief enactment’ (2009, unknown): “Abreu, 2000; Lave, 1996; Mehan, 1996; van Oers, 1998; Wedege, 1999; Wenger, 1998).”
School bullying from a sociocultural perspective (2018, background): “Sociocultural theories allow bullying to be examined through studying peoples' engagement in various cultural contexts whilst also treating those contexts as dynamic and contested spaces (de Abreu, 2000).”
A Relational Perspective on Issues of Cultural Diversity and Equity as They Play Out in the Mathematics Classroom (2002, background): “De Abreu (1995, 2000) contributed to this line of research that focuses on students’ home communities by clarifying that the issue at hand from the perspective of equity is not merely one of cultural difference but one that also involves status and privileging.”