Conversions for Life: Transnational Families’ Mathematical Funds of Knowledge

Takeuchi, Miwa Aoki

doi:10.1007/978-3-319-92907-1_8

Cited by 5 publications

(1 citation statement)

References 30 publications

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“…Even less is known about everyday practices related to mathematics of families from non-dominant communities (Civil, 2016;Mills et al, 2019;Williams et al, 2020). International studies exploring funds of knowledge related to mathematics of non-dominant communities often involve interviews with parents to establish mathematics and literacy activities present in household routines (e.g., Takeuchi, 2018;Williams, et al, 2020).…”

Section: What Do We Know About the Funds Of Knowledge Related To Mathematics Of Diverse Communities?mentioning

confidence: 99%

Implementing localised curriculum drawing on a funds of knowledge perspective

Hunter

Tupouniua

et al. 2021

nzaroe

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In recent years in New Zealand, there has been a policy shift towards schools ‘localising’ the national curriculum to align with the context, aspirations, and knowledge of the local community and student population. In relation to mathematics education, this requires educators to understand and value the mathematical connections between diverse students’ funds of knowledge and use these to develop mathematical tasks. This article draws on interview responses from a case study of eight teachers from one low socio-economic, culturally diverse school to investigate their initial perceptions and actions to develop an appropriate localised mathematics curriculum drawing on diverse students’ funds of knowledge. The findings indicate that teachers viewed it as important to use real and relevant contexts in mathematics teaching. Interview responses indicated that both students and their families were seen as important sources of information. However, there were challenges for teachers to recognise students’ funds of knowledge related to mathematics beyond schooling or generic experiences.

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