Culturally responsive teaching in the context of mathematics: a grounded theory case study.
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- Journal of Mathematics Teacher Education, 2012, v. 15, n. 1, p. 25, doi. 10.1007/s10857-011-9198-4
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- Article
Works matching IS 13864416 AND DT 2012 AND VI 15 AND IP 1
Results: 7
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Incorporating out-of-school mathematics: from cultural context to embedded practice.
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- Journal of Mathematics Teacher Education, 2012, v. 15, n. 1, p. 9, doi. 10.1007/s10857-011-9199-3
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- Article
3
Prospective teacher beliefs about liberative and oppressive mathematics teaching practices: a first step toward equitable instruction.
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- Journal of Mathematics Teacher Education, 2012, v. 15, n. 1, p. 83, doi. 10.1007/s10857-011-9197-5
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- Article
4
Promoting equity in mathematics teacher preparation: a framework for advancing teacher learning of children's multiple mathematics knowledge bases.
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- Journal of Mathematics Teacher Education, 2012, v. 15, n. 1, p. 67, doi. 10.1007/s10857-011-9196-6
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- Article
5
Reinscribing urban: teaching high school mathematics in low income, urban communities of color.
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- Journal of Mathematics Teacher Education, 2012, v. 15, n. 1, p. 39, doi. 10.1007/s10857-011-9200-1
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- Article
6
Foregrounding equity in mathematics teacher education.
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- Journal of Mathematics Teacher Education, 2012, v. 15, n. 1, p. 1, doi. 10.1007/s10857-011-9202-z
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- Article
7
Using culture as a resource in mathematics: the case of four Mexican-American prospective teachers in a bilingual after-school program.
- Published in:
- Journal of Mathematics Teacher Education, 2012, v. 15, n. 1, p. 53, doi. 10.1007/s10857-011-9201-0
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- Article