References

REFERENCES

Garden Unit

http://www.pbs.org/teachersource/math.htm

Games Unit

Ainley, J. (1990) Playing games and learning mathematics. In L.P. Steffe & T. Wood (Eds.), Transforming Children's Mathematics Education: International Perspectives (pp. 84-91). Hillsdale, NJ: Lawrence Erlbaum.

Barta, J. & Schaelling, D. (1998). Games we play: Connecting mathematics and culture in the classroom. Teaching Children Mathematics, 4(7), 388-393.

Begg, A.C. (1997). Games in the classroom.Centre for Innovation in Mathematics Teaching(On-Line). Available: http://www.ex.ac.uk/cimt/res2/gameclas.htm

Bright, G., Harvey, J., & Wheeler, M. (Eds). (1985). Journal for Research in Mathematics Education, Monograph #1: Learning and Mathematics Games.Reston, VA: The National Council of Teachers of Mathematics.

Kafai, Y.B., et al. (1998). Game design as an interactive learning environment for fostering students' and teachers' mathematical inquiry. International Journal of Computers for Mathematical Learning, 3, 149-184.

Quinne, A., Koca, R., & Weening, F. (1999). Developing mathematical reasoning using attribute games.The Mathematics Teacher,92(9), 769 -775.

Shell Centre for Mathematical Education (1987). Design a Board Game. New York NY:Longman.

Smith, S.E., Jr., & Backman, C. (Eds). (1975).Games and puzzels for elementary and middle school mathematics: Readings from the arithmetic teacher.Reston, VA: The National Council for Teachers of Mathematics.

Funds of Knowledge

Civil, M. (1994). Connecting the home and the school: Funds of knowledge for mathematics teaching and learning. Paper presented at the annual meeting of the American Educational Research Association,New Orleans, LA.

González, N., Moll, L., et al. (1995). Funds of knowledge for teaching in Latino Households. Urban Education,29(4), 443-470.

Greenberg, J.B. (1989, April).Funds of knowledge: Historical constitution, social distribution, and transmission.Paper presented at the Annual Meeting of the Society for Applied Anthropology, Santa Fe, NM.

Moll, L.C., & Greenberg, J.B. (1990). Creating zones of possibilites: Combining social contexts for instruction. In L.C. Moll (Ed.), Vygotsky and education(pp.319-348). Cambridge:Cambridge University Press.

Moll,L.C., Vélez-Ibáñez, C.,Greenberg, J., et al. (1990).Community knowledge and classroom practice: Combining resources for literacy instruction. (OBEMLA contract No. 300-87-0131). Tucson, AZ: University of Arizona, College of Education and Bureau of Applied Research in Anthropology.

Moll, L. (1992). Bilingual classroom studies and community analysis. Educational Researcher,21(2), 20-24.

Moll, L., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice,31,132-141.

Vélez-Ibáñez, C.G.(1988). Networks of exchange among Mexicans in the U.S. and Mexico: Local level mediating responses to national and international transformations.Urban Anthropology,17(1), 27-51.

Vélez-Ibáñez, C., & Greenberg, J. (1992). Formation and transformation of funds of knowledge among U.S. Mexican households.Anthropology and Education Quarterly,23, 313-335.

Vélez-Ibáñez, C., Moll, L.C., González, N., & Amanti, C. (1992). Funds of knowledge for educational improvement: An elaboration of an anthropological and educational collaborative dissemination project (report submitted to the W.K. Kellogg Foundation). Tucson, AZ: Bureau of Applied Research in Anthropology.

Home-School Connection

Abreu, G. de (1995). Understanding how children experience the relationship between home and school mathematics. Mind, Culture, and Activity,2, 119-142.

Bishop, A., & Abreu, G. de (1991). Children's use of outside-school knowledge to solve mathematics problems in-school. In F. Furunghetti (Vol. Ed.),Proceedings of the Fifteenth International Conference for the Psychology of Mathematics Education, Vol. 1 (pp. 128-135). Assisi, Italy.

Boaler, J. (1993). The role of contexts in the mathematical classroom: Do they make mathematics more "real"? For the Learning of Mathematics,13(2), 12-17.

Brown, J. S. Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher,18(1), 32-42.

Carraher, T.N., Carraher, D.W., & Schliemann, A.D. (1985). Mathematics in the streets and in the schools. British Journal of Developmental Psychology,3, 21-29.

Civil, M. (1992). Entering students households: Bridging the gap between out-of-school and in-school mathematics. In A. Weinzweig & A. Cirulis (Eds.), Proceedings of the 44th International Meeting of ICSIMT (pp. 90-109), Chicago: ICSIMT.

Civil, M. (1993). Household visits and teachers' study groups: Integrating mathematics in a socio-cultural approach to instruction. In J.R. Becker and B.J. Pence (Eds.), Proceedings of the 15th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Eduation (Vol 2. pp. 49-55), San Jose, CA.

Lave, J., Murtaugh, M., & de la Rocha, O. (1984). The dialectic of arithmetic in grocery shopping. In B. Rogoff & J. Lave (Eds.), Everyday cognition: Its development in social context(pp. 67-94). Cambridge, MA: Harvard University Press.

Mercado, C.I. (1993). Caring as empowerment: School collaboration and community agency. The Urban Review, 25(1), 79-104.

Resnick, L.B. (1987). Learning in school and out. Educational Researcher, 16(9), 13-20.

Saxe, G.B. (1988). Candy selling and math learning. Educational Researcher, 17(6), 14-21.

Saxe, G. (1991). Culture and cognitive development: Studies in mathematical understanding. Hillsdale, NJ: Lawrence Erlbaum Associates.

Schliemann, A.D. (1984). Mathematics among carpentry apprentices: Implications for school teaching. In P. Damerow, M.E. Dunkley, B.F. Nebres, & B. Werry (Eds.), Mathematics for all (pp. 92-93). UNESCO.

Schoenfeld, A.H. (1991). On mathematics as sense-making: An informal attack on the unfortunate divorce of formal and informal mathematics. In J.F Voss, D.N. Perkins, & J. Segal (Eds.), Informal reasoning and instruction (pp. 311-343). Hillsdale, NJ: Lawrence Erlbaum.

Classrooms as Communities

Bishop, A. (1985). The social construction of meaning: A significant development for mathematics education? For the Learning of Mathematics,5(1), 24-28.

Cobb, P. (1991). Reconstructing elementary school mathematics. Focus on Learning Problems in Mathematics, 13(2), 3-32.

Lampert, M. (1986). Knowing, doing and teaching multiplication. Cognition and Instruction,3, 305-342.

Ethnography

Spindler, G. & Spindler, L. (1987). Ethnography: An anthropological view. Education and cultural process: Anthropological approaches, (pp.151-156). Prospect Heights: Waveland Press.

Spradley, J.P. (1980). Doing participant observation and making an ethnographic record. Participant observation, (pp.53-72). New York: Holt, Rinehart and Winston.

Latinos and Education

Reese, Leslie et al. (1991).The concept of educacíon: Latino family values and American schooling. Paper given at the annual meeting of the American Anthropological Association, Chicago.

Valdés,G. (1996). Con respeto: Bridging the distances between culturally diverse families and schools: An ethnographic portrait. NY: Teachers College Press.

Garden Unit
http://www.pbs.org/teachersource/math.htm

Games Unit
Ainley, J. (1990) Playing games and learning mathematics. In L.P. Steffe & T. Wood (Eds.), Transforming Children's Mathematics Education: International Perspectives (pp. 84-91). Hillsdale, NJ: Lawrence Erlbaum.
Barta, J. & Schaelling, D. (1998). Games we play: Connecting mathematics and culture in the classroom. Teaching Children Mathematics, 4(7), 388-393.
Begg, A.C. (1997). Games in the classroom.Centre for Innovation in Mathematics Teaching(On-Line). Available: http://www.ex.ac.uk/cimt/res2/gameclas.htm
Bright, G., Harvey, J., & Wheeler, M. (Eds). (1985). Journal for Research in Mathematics Education, Monograph #1: Learning and Mathematics Games.Reston, VA: The National Council of Teachers of Mathematics.
Kafai, Y.B., et al. (1998). Game design as an interactive learning environment for fostering students' and teachers' mathematical inquiry. International Journal of Computers for Mathematical Learning, 3, 149-184.
Quinne, A., Koca, R., & Weening, F. (1999). Developing mathematical reasoning using attribute games.The Mathematics Teacher,92(9), 769 -775.
Shell Centre for Mathematical Education (1987). Design a Board Game. New York NY:Longman.
Smith, S.E., Jr., & Backman, C. (Eds). (1975).Games and puzzels for elementary and middle school mathematics: Readings from the arithmetic teacher.Reston, VA: The National Council for Teachers of Mathematics.

Funds of Knowledge
Civil, M. (1994). Connecting the home and the school: Funds of knowledge for mathematics teaching and learning. Paper presented at the annual meeting of the American Educational Research Association,New Orleans, LA.
González, N., Moll, L., et al. (1995). Funds of knowledge for teaching in Latino Households. Urban Education,29(4), 443-470.
Greenberg, J.B. (1989, April).Funds of knowledge: Historical constitution, social distribution, and transmission.Paper presented at the Annual Meeting of the Society for Applied Anthropology, Santa Fe, NM.
Moll, L.C., & Greenberg, J.B. (1990). Creating zones of possibilites: Combining social contexts for instruction. In L.C. Moll (Ed.), Vygotsky and education(pp.319-348). Cambridge:Cambridge University Press.
Moll,L.C., Vélez-Ibáñez, C.,Greenberg, J., et al. (1990).Community knowledge and classroom practice: Combining resources for literacy instruction. (OBEMLA contract No. 300-87-0131). Tucson, AZ: University of Arizona, College of Education and Bureau of Applied Research in Anthropology.
Moll, L. (1992). Bilingual classroom studies and community analysis. Educational Researcher,21(2), 20-24.
Moll, L., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice,31,132-141.
Vélez-Ibáñez, C.G.(1988). Networks of exchange among Mexicans in the U.S. and Mexico: Local level mediating responses to national and international transformations.Urban Anthropology,17(1), 27-51.
Vélez-Ibáñez, C., & Greenberg, J. (1992). Formation and transformation of funds of knowledge among U.S. Mexican households.Anthropology and Education Quarterly,23, 313-335.
Vélez-Ibáñez, C., Moll, L.C., González, N., & Amanti, C. (1992). Funds of knowledge for educational improvement: An elaboration of an anthropological and educational collaborative dissemination project (report submitted to the W.K. Kellogg Foundation). Tucson, AZ: Bureau of Applied Research in Anthropology.

Home-School Connection
Abreu, G. de (1995). Understanding how children experience the relationship between home and school mathematics. Mind, Culture, and Activity,2, 119-142.
Bishop, A., & Abreu, G. de (1991). Children's use of outside-school knowledge to solve mathematics problems in-school. In F. Furunghetti (Vol. Ed.),Proceedings of the Fifteenth International Conference for the Psychology of Mathematics Education, Vol. 1 (pp. 128-135). Assisi, Italy.
Boaler, J. (1993). The role of contexts in the mathematical classroom: Do they make mathematics more "real"? For the Learning of Mathematics,13(2), 12-17.
Brown, J. S. Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher,18(1), 32-42.
Carraher, T.N., Carraher, D.W., & Schliemann, A.D. (1985). Mathematics in the streets and in the schools. British Journal of Developmental Psychology,3, 21-29.
Civil, M. (1992). Entering students households: Bridging the gap between out-of-school and in-school mathematics. In A. Weinzweig & A. Cirulis (Eds.), Proceedings of the 44th International Meeting of ICSIMT (pp. 90-109), Chicago: ICSIMT.
Civil, M. (1993). Household visits and teachers' study groups: Integrating mathematics in a socio-cultural approach to instruction. In J.R. Becker and B.J. Pence (Eds.), Proceedings of the 15th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Eduation (Vol 2. pp. 49-55), San Jose, CA.
Lave, J., Murtaugh, M., & de la Rocha, O. (1984). The dialectic of arithmetic in grocery shopping. In B. Rogoff & J. Lave (Eds.), Everyday cognition: Its development in social context(pp. 67-94). Cambridge, MA: Harvard University Press.
Mercado, C.I. (1993). Caring as empowerment: School collaboration and community agency. The Urban Review, 25(1), 79-104.
Resnick, L.B. (1987). Learning in school and out. Educational Researcher, 16(9), 13-20.
Saxe, G.B. (1988). Candy selling and math learning. Educational Researcher, 17(6), 14-21.
Saxe, G. (1991). Culture and cognitive development: Studies in mathematical understanding. Hillsdale, NJ: Lawrence Erlbaum Associates.
Schliemann, A.D. (1984). Mathematics among carpentry apprentices: Implications for school teaching. In P. Damerow, M.E. Dunkley, B.F. Nebres, & B. Werry (Eds.), Mathematics for all (pp. 92-93). UNESCO.
Schoenfeld, A.H. (1991). On mathematics as sense-making: An informal attack on the unfortunate divorce of formal and informal mathematics. In J.F Voss, D.N. Perkins, & J. Segal (Eds.), Informal reasoning and instruction (pp. 311-343). Hillsdale, NJ: Lawrence Erlbaum.

Classrooms as Communities
Bishop, A. (1985). The social construction of meaning: A significant development for mathematics education? For the Learning of Mathematics,5(1), 24-28.
Cobb, P. (1991). Reconstructing elementary school mathematics. Focus on Learning Problems in Mathematics, 13(2), 3-32.
Lampert, M. (1986). Knowing, doing and teaching multiplication. Cognition and Instruction,3, 305-342.

Ethnography
Spindler, G. & Spindler, L. (1987). Ethnography: An anthropological view. Education and cultural process: Anthropological approaches, (pp.151-156). Prospect Heights: Waveland Press.
Spradley, J.P. (1980). Doing participant observation and making an ethnographic record. Participant observation, (pp.53-72). New York: Holt, Rinehart and Winston.

Latinos and Education
Reese, Leslie et al. (1991).The concept of educacíon: Latino family values and American schooling. Paper given at the annual meeting of the American Anthropological Association, Chicago.
Valdés,G. (1996). Con respeto: Bridging the distances between culturally diverse families and schools: An ethnographic portrait. NY: Teachers College Press.