Mathematics Instruction Developed from a Garden Theme.

By M. Civil, Leslie H. Khan. 2001

66 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9b9583158ce2feb65116bb7b07e8181e070e13c8

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Citations in the corpus

Equity Within Mathematics Education Research as a Political Act: Moving From Choice to Intentional Collective Professional Responsibility (2017, background): “For example, in the United States, the funds-ofknowledge-based work (Civil, 2007; Civil & Kahn, 2001; González, Andrade, Civil, & Moll, 2001), the Algebra Project (Moses & Cobb, 2002), the work of Jerry Lipka and colleagues on mathematics curriculum development based on Yup’ik elders’ knowledge…”
Altering the Trajectory of the Self-Fulfilling Prophecy (2017, background): “…have detailed ways to incorporate students’ culture into English language arts (e.g., Duncan-Andrade, 2007; Morrell & Duncan-Andrade, 2002), social studies (e.g., Stovall, 2006), mathematics (e.g., Civil & Khan, 2001), and science (e.g., Milner, 2011; for a review, see Aaronson & Laughter, 2016).”
Culturally Relevant Pedagogy 20 Years Later: Progress or Pontificating? What Have We Learned, and Where Do We Go? (2017, background): “Civil and Khan (2001) investigated teachers who used students’ home experiences with the planting of gardens to develop important math concepts and found that students comprehended at higher levels than previously demonstrated.”
Culturally responsive pedagogy for African American students: promising programs and practices for enhanced academic performance (2011, background): “Civil and Khan (2001) investigated teachers who used students’ home experiences with the planting of gardens to develop important math concepts.”
Making culturally responsive mathematics teaching explicit: a lesson analysis tool (2013, background): “…approaches to teaching mathematics demonstrate how family activities such as gardening, sewing, scheduling, cooking, and playing games are mathematical resources available to students and teachers to support mathematics learning of children (Civil, 2007; Civil & Kahn, 2001; Turner et al., 2012).”