Sociocultural research on mathematics education : an international perspective
By Bill Atweh, Helen Forgasz, Ben Nebres. 2001
107 citations recorded by the source corpus.
Subfields: Cultural Studies
View Paper: https://www.semanticscholar.org/paper/60060b2568d8041df0a27671e2b97bf5d3b8c983
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In Cultural Studies
Citations in the corpus
- Mathematical modelling in classroom: a socio-critical and discursive perspective (2006, background): “…propose a third possibility, reflection on the role of mathematics in society, drawing on studies about the sociocultural dimensions of mathematics (Atweh et al, 2001; D’Ambrósio, 1986, 1999), and in particular, the critical nature of mathematical models in society (Borba & Skovsmose, 1997;…”
- Hidden Assumptions and Unaddressed Questions in Mathematics for All Rhetoric (2015, unknown): “…2000, 2003; Martin, Franco, et al, 2003) as have critical and progressive mathematics educators (e.g., Abraham & Bibby, 1988; Anderson, 1990; Atweh et al, 2001; Campbell, 1989; D'Ambrosio, 1990; Frankenstein, 1990, 1994; Gutstein, 2003; Hart & Allexsaht-Snider, 1996; Secada & Meyer, 1989;…”
- The Sociopolitical Turn in Mathematics Education (2013, background): “Critical theory, with its roots in the Frankfurt School, has influenced greatly the development of critical pedagogy and resulting forms in mathematics education: 3For example, Atweh et al. (2001) cluster psychological, political, and social perspectives in one section.”