Culture and Mathematics in School: Boundaries Between “Cultural” and “Domain” Knowledge in the Mathematics Classroom and Beyond

Nasir, Na’ilah Suad; Hand, Victoria; Taylor, Edd V.

doi:10.3102/0091732x07308962

Cited by 192 publications

(128 citation statements)

References 150 publications

(178 reference statements)

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“…Mathematical identity is critical to understanding the level to which an individual perseveres, achieves, and engages in mathematics [2,4,18]. Mathematical identity can also explain if students view themselves as members in a practice.…”

Section: Mathematical Identitymentioning

confidence: 99%

“…It might include a person's concept of their own mathematical ability; their comfort level with mathematics; their sense of what mathematics is; or their concept of the worth of mathematics [13]. Students' mathematical identities can aid in understanding why some students are attracted to the field of mathematics and others are not [2,4,18].…”

Section: Introductionmentioning

confidence: 99%

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Metaphors and Mathematical Identity: Math is Like a Tornado in Kansas

Latterell¹,

Wilson²

2017

jhummath

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Mathematical identity is an individual's concept of who he or she is mathematically. In this paper, metaphors for mathematics from elementary education majors are compared to metaphors created by secondary mathematics teaching majors. The analysis demonstrates a basic difference in the mathematical identity of the two groups, with the latter group having more holistic conceptions of mathematics than the first group. Elementary education majors describe mathematics as an ongoing struggle in which the mathematics is active, and they are the victims. The secondary teaching mathematics majors describe mathematics as an ongoing struggle in which they are active.

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Section: Mathematical Identitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Metaphors and Mathematical Identity: Math is Like a Tornado in Kansas

Latterell¹,

Wilson²

2017

jhummath

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“…Our rationale for organizing our search as described above was based on the assumption that mathematics is not context-or culture-neutral (Nasir, Hand, & Taylor, 2008) and that any instructional practice that is used in one context will manifest itself differently in another context. Therefore, although we did begin with the available literature base, we reviewed the identified studies with an eye toward better understanding whether these strategies were being used, and if so, what they looked like in their particular context.…”

Section: Identification Of Instructional Strategiesmentioning

confidence: 99%

Early Mathematics Counts: Promising Instructional Strategies from Low- and Middle-Income Countries

Sitabkhan

Platas²

2018

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This PDF document was made available from www.rti.org as a public service of RTI International. More information about RTI Press can be found at http://www.rti.org/ rtipress. RTI International is an independent, nonprofit research organization dedicated to improving the human condition by turning knowledge into practice. The RTI Press mission is to disseminate information about RTI research, analytic tools, and technical expertise to a national and international audience. RTI Press publications are peerreviewed by at least two independent substantive experts and one or more Press editors.

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“…This issue is cause for concern at a global scale [2], and so it is vital that we understand and address the factors that determine why some students succeed in mathematics while others fail. Educational research has identified several key factors, from choice of curriculum and teacher quality [3,4,5] to home environment and cultural dynamics [6,7,8,9].…”

Section: Introductionmentioning

confidence: 99%

Neurodevelopment of relational reasoning: Implications for mathematical pedagogy

Singley

Bunge

2014

Trends in Neuroscience and Education

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a b s t r a c tReasoning ability supports the development of mathematics proficiency, as demonstrated by correlational and longitudinal evidence, and yet this skill is not emphasized in traditional elementary mathematics curricula. We propose that targeting reasoning skills from elementary school onward could help more students succeed in advanced mathematics courses. Here, we review the links between reasoning and mathematics, discuss the neural basis and development of reasoning ability, and identify promising school curricula.

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Culture and Mathematics in School: Boundaries Between “Cultural” and “Domain” Knowledge in the Mathematics Classroom and Beyond

Cited by 192 publications

References 150 publications

Metaphors and Mathematical Identity: Math is Like a Tornado in Kansas

Metaphors and Mathematical Identity: Math is Like a Tornado in Kansas

Early Mathematics Counts: Promising Instructional Strategies from Low- and Middle-Income Countries

Neurodevelopment of relational reasoning: Implications for mathematical pedagogy

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