Culture and Mathematics: A community approach

By M. Civil. 2002

113 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/820bb70330e190f7ed15202dbac362daf46fecc8

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Citations in the corpus

“Everything is Math in the Whole World”: Integrating Critical and Community Knowledge in Authentic Mathematical Investigations with Elementary Latina/o Students (2009, background): “To begin, the mathematical ideas that shape familiar contexts or are relevant to real-world issues are often difficult to recognize (see also Civil, 2002 ; Diez-Palomar, 2004 ; Gonzalez et al, 2001 ; Niss, 1995 ).”
Latina/o Adolescents' Funds of Knowledge Related to Engineering (2016, result): “Civil (2002), for instance, described how Latina/o and Native American children, many of whom “were not among the most successful at mathematics as measured by school standards” (p. 145), accurately conducted complex mathematical calculations when their teacher structured an instructional unit…”
Constructing and resisting disability in mathematics classrooms: a case study exploring the impact of different pedagogies (2015, background): “…demonstrating the crucial use of home and community funds of knowledge as resources to be leveraged for Latino/a children learning mathematics (e.g. Civil, 2002; Telléz, Moschkovich, & Civil, 2011) this mathematics classroom did not leverage these moments as resources to support learning.”
Making Math a Definition of the Situation: Families as Sites for Mathematical Practices (2009, background): “…work is that it rejects a deprivation model of families and communities and brings teachers into the critical work and discussions with families about what knowledge is, how it is transacted within the community, and how it can support learning of school subjects such as mathematics (Civil 2002).”
A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge (2016, background): “…historically and culturally based knowledge, skills, and practices found in students’ homes and communities—can support their mathematical learning (Civil, 2002a; González, Andrade, Civil, & Moll, 2001; González, Moll, & Amanti, 1University of Arizona, Tucson, USA 2Michigan State University,…”