1st Edition
Transnational and Borderland Studies in Mathematics Education
Preface by Richard S. Kitchen and Marta Civil
1. Ecological Approaches to Transnational Research on Mathematical Reasoning: A Focus on Latino/a Mathematics Learners in the Borderlands by Judit Moschkovich
2. Crossing the Border between Home and School: Dominican Parents' Perspectives on the Teaching and Learning of Mathematics by Mary Q. Foote
3. Impressions of Mexican Immigrant Families on their Early Experiences with School Mathematics in Arizona by Marta Civil & José María Menéndez
4. Becoming a "Liberal" Math Learner: Expanding Secondary School Mathematics to Support Cultural Connections, Multiple Mathematical Identities and Engagement by Lisa M. Jilk
5. Engaging Underprivileged Mexican students in Reform-Oriented Mathematics Instruction by José Luis Cortina
6. Considering Mexican and U.S. Teachers’ Views on the Teaching and Learning of Mathematics Through a Teaching for Diversity Lens by Richard S. Kitchen
7. Teachers’ Task Management Practices in the Context of Routine and Non-Routine Mathematics Problems: A Descriptive Analysis by Guadalupe I. Lozano Terán
8. Teachers’ Conceptions of Mathematics and Mathematics Teaching and Learning: The Case of Two Elementary Teachers in Northern Mexico by Jesús Acosta-Iriqui
9. Looking Forward: Establishing a Research Agenda for Transnational and Borderland Studies in Mathematics Education by Richard S. Kitchen & Marta Civil
Epilogue by Olimpia Figueras
Biography
Richard S. Kitchen is a Professor in the College of Education and the Department of Mathematics & Statistics at The University of New Mexico.
Marta Civil is a Professor in the Department of Mathematics at The University of Arizona.
