Can a pedagogical transformation of local knowledge be uncovered by teacher researchers as they conduct fieldwork in the households of local communities?

The following are research questions project BRIDGE is pursuing:

	What are the effects of mathematical study groups on teachers' professional development and pedagogical practices?
	What is the mathematical potential of students' households and their activities outside school?
	How do we take familial knowledge to an abstract level with potential for academic use?
	What is the role of parents in changing teaching practices?