Selected Readings for UCSC-CEMELA

1. Abreu G. d. (2002). Towards a cultural psychology perspective on transitions between contexts of mathematical practice. In G. D'Abreau, A. J. Bishop & N. C. Presmeg (Eds.), Transitions between contexts of mathematical practice (pp. 149-169). Boston, MA: Kluwer.

2. Abreu, G. d. (no date-a). Insights from fieldwork: From Rural communities in Brazil to multiethnic schools in England.

3. Abreu, G. d. (no date-b). The explicit and implicit uses of home numeracy strategies in multilingual settings.

4. Bishop, A. J. (1988). Mathematics education in its cultural context. Educational Studies in Mathematics, 19(1988), 179-191.

5. Knijnik, G. (1998). Ethnomathematics and political struggles. Zentralblatt für Didaktik der Mathematik, 1998(6), 188-194.

6. Saxe, G. B. (1995). From the field to the classroom: Studies in mathematical understanding. In L. P. Steffe & J. Gale (Eds.), Constructivism in Education (pp. 287-311). Hillsdale, N.J.: Lawrence Erlbaum Associates.