Teachers' funds of knowledge and the teaching and learning of mathematics in multi-ethnic primary schools: Two teachers' views of linking home and school

Andrews, Jane; Yee, Wan Ching; Greenhough, Pamela; Hughes, Martin; Winter, Jan

doi:10.1007/bf02655716

Cited by 27 publications

(18 citation statements)

References 5 publications

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“…Andrews & Yee, 2006;Johnson, Baker, & Bruer, 2007;Moje et al, 2004), pre-service teachers (Aguirre et al, 2013), teachers (J. Andrews, Yee, Greenhough, Hughes, & Winter, 2005), and a para-educators (Monzó & Rueda, 2003). The focus of the early funds of knowledge research was on language arts and social studies, not emphasizing mathematics and science learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Supporting Mathematics Understanding Through Funds of Knowledge

et al. 2016

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The purpose of this qualitative study was to identify the unique funds of knowledge among three Hispanic families living in the same city, specifically, how parents supported their children’s mathematics learning through funds of knowledge. Participants contributed to their children’s mathematics learning by promoting the five National Council of Teachers of Mathematics process standards—problem solving, reasoning and proof, communication, connection, and representation. Participating parents shared knowledge with their children through questioning and discussion, providing experiences, and promoting practice. In this study, participants valued education and supported their children’s mathematics learning at home and school activities.

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Section: Literature Reviewmentioning

confidence: 99%

Supporting Mathematics Understanding Through Funds of Knowledge

et al. 2016

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“…One critique of contemporary uses of the notion funds of knowledge in mathematics education is that it has narrowly evolved into describing people's individual prior knowledge drawn from experiences outside of the classroom (e.g., teacher's funds of knowledge in Andrews et al 2005). Moll et al (1992) has defined funds of knowledge as "historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and wellbeing" (p. 133).…”

Section: Funds Of Knowledge Researchmentioning

confidence: 99%

Cognition, Interdisciplinarity, and Equity

Adiredja¹

2020

Handbook of the Mathematics of the Arts and Sciences

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Research that focuses on mathematical cognition as an individual activity continues to contribute to the field's understanding of ways that people make sense of mathematical ideas. However, such research is often positioned as separate or even competing with research that focuses on examining the role of mathematics and mathematics education in reproducing societal inequities. This chapter reviews studies and research programs that focus on the intersection of

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“…Hensley (2005) writes of the funds of knowledge held by parents as individual adults. Andrews et al (2005) discuss the funds of knowledge held by teachers themselves, again as individuals. This is quite different from Moll et al's (1992) description of funds of knowledge which are available within a household, but which might not all be held by any one person in that household.…”

Section: From Households and Communities To Individual Adultsmentioning

confidence: 99%

Funds of knowledge—a conceptual critique

Oughton¹

2010

Studies in the Education of Adults

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The concept of 'funds of knowledge' is critically reviewed, tracing a history of the term's changing use since its original conception by Vélez-Ibáñez and Greenberg in the late 1980s, and discussing its relevance in adult literacy and numeracy classrooms. An attempt is made to locate the concept within wider theoretical frameworks, and in particular to relate it to Bourdieu's notion of cultural capital.The article concludes that while the concept of funds of knowledge is powerful in disrupting discourses of deficit, practitioners or researchers who are committed to this approach need to be critically reflexive to avoid imposing their own, however well-intentioned, cultural arbitraries on learners.

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Teachers' funds of knowledge and the teaching and learning of mathematics in multi-ethnic primary schools: Two teachers' views of linking home and school

Cited by 27 publications

References 5 publications

Supporting Mathematics Understanding Through Funds of Knowledge

Supporting Mathematics Understanding Through Funds of Knowledge

Cognition, Interdisciplinarity, and Equity

Funds of knowledge—a conceptual critique

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