Mathematical Problem Solving Among Latina/o Kindergartners: An Analysis of Opportunities to Learn

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A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge (2016, background): “Prior work has documented the positive impact of teachers’ drawing on CFoK on students’ participation and learning (LadsonBillings, 2009; Turner & Celedon-Pattichis, 2011).”
Asset-Based Approaches to Equitable Mathematics Education Research and Practice (2018, methodology): “…mathematics problem solving using the CGI framework, all children showed growth, and those whose teachers spent more time on challenging problems, provided consistent access to students’ native language, and used storytelling twice as much learned the most (Turner & Celedón-Pattichis, 2011).”
Making culturally responsive mathematics teaching explicit: a lesson analysis tool (2013, background): “…required to make constant adjustments to instruction that can build on what students know and experience, which includes how students are mathematically socialized through discourse practices (Khisty & Chval, 2002; Moschkovich, 2002, 2007; Setati & Adler, 2001; Turner & Celedón-Pattichis, 2011).”