Math Resources

We brought an asset-based approach to designing and facilitating the family mathematics night (FMNs). Drawing from a funds-of-knowledge perspective (Gonzales, Moll, and Amanti 2005)—or the understanding that everyone brings strengths, skills, and experiences into educational spaces—this project sought to promote multidirectional learning that centers, bridges, and expands on the knowledge and practices of families.

This meta‐analysis synthesized research on math performance outcomes for English learners (EL) as a function of language‐focused (math vocabulary) interventions. Single‐subject studies yielded higher ESs than group studies, and were considered generally effective, with a high ES. This finding was attributed to a direct focus on children with math difficulties and one‐to‐one instruction.

There is a lack of research examining the use of curriculum-based measurements (CBMs) with special populations, particularly English Language Learners (ELLs). The current study used an alternating treatments single-case design with five Latinx ELL students to examine scores across three math fluency CBM modalities.

The goal of this article is to bridge CRMT theory and practice by exploring four fundamentals of CRMT that have been documented through research (Bonner 2014; Bonner and Adams 2012): knowledge, communication, relationships/trust, and constant reflection and revision. These foundations of CRMT are not meant to be rigid or prescriptive, and they interact in unique and fluid ways.

This policy brief aims to problematize the curricular issues that have traditionally framed schools from the 1600s onward. These framings have taught literacy as decontextualized skills, disconnected from students’ lives, their consciousness, and their joy.

The Culturally Responsive Curriculum Scorecards were developed collaboratively by NYC parents, students, educators and researchers, as a tool to help determine the extent to which English Language Art, Science, Technology, Engineering, Arts, and Mathematics (STEAM) curricula are (or are not) culturally responsive.

Using positioning theory, this article highlights students’ stances and three storylines as conceptual tools for better understanding their offline and online mathematical identities. Results show the two spaces are not mutually exclusive and students are succumbing and adhering to a larger hegemonic construction of mathematics found in the online communities with various points of tension found.

Preservice elementary teachers believe that to be good at math, one must practice math. They see themselves as willing to practice math. Yet, they do not see themselves as ‘do-ers of math’. Their responses express a troubling disconnect, as they see themselves trying to be good at math, but not necessarily succeeding. Analysis of these intriguing findings prove instructive for enhancing the preparation of future elementary school teachers.

Three reflective tasks for students at all levels help them and their teachers become more aware of their beliefs about mathematics.

During a math camp, students created zines—small, self-published works—and reflected on what it means to be “smart” in math.

In this study, individual students' engagement in contexts was explored. The students' narrated identities during their first upper level secondary mathematics course provided a way to understand students' shift in participation and why these shifts occurred in different contexts at particular times.

The author conducted a pilot study to investigate how PSTs thought their math anxiety might impact their teaching and their students. He expected to find high levels of math anxiety among the participants, but to their surprise, none of the participants indicated having math anxiety. He then shifted their questioning to explore the participants' self-efficacy in mathematics and found that most participants had taken the same math content courses during their undergraduate program, which helped them develop positive math identities.

The importance of a positive school climate has also been widely documented. However, Black males experience factors that uniquely and collectively comprise their school climate. As such, the purpose of this study was to test the extent to which school climate mediated the relationships between math academic identity and math outcomes of Black males.

Although it is assumed that parents influence their children’s lives, little is known about how students navigate between their own expectations and their parents’ views of mathematics and how this navigation affects mathematical learning.

Eliminating deficit views and stereotypes of particular groups of students is one of the first steps to equitable instruction in the mathematics classroom. Adopting an asset-based approach to mathematics instruction means that teachers’ attention is on students’ thinking and learning and on what children are capable of doing, avoiding implicit biases that interfere with teaching and learning.

Throughout our careers in education, the authors of this article have had opportunities to listen to the stories of our students. Our students have shared experiences and the impact of these experiences on their beliefs, identities, and confidence in doing mathematics. These stories have inspired us to reflect on our own practices and the way our exchanges with our students promote productive or unproductive beliefs about mathematics teaching and learning. Our goal herein is to draw from these stories to identify five key ideas for growing confident mathematics learners by using asset-based language to interrogate deficit-based thinking.

This resource page gives an overview of funds of knowledge, provides a link to a Funds of Knowledge Inventory Matrix, and provides an example of how the matrix could be filled out.

This series of three brief videos discusses the idea of Funds of Knowledge, primarily connecting it to STEM education.

This resource gives strategies for learning about how to engage with students' caregivers, in order to tap into students' funds of knowledge.

We examine how funds of knowledge (Moll et al., 1992), an assets-based framework, is applied in STEM education and can be used to advance engineering education research. Funds of knowledge was created to help K–12 teachers adapt their classroom teaching and curriculum to better serve their students.

In this review, we aim to provide a summary of this literature and identify potential key trends, tensions, extensions and issues concerning current applications of the FoK approach. A number of contributions for teacher candidates and teacher professional development derived from the literature review are also suggested.

This article provides another review of the literature on Funds of Knowledge.

The purpose of this study is to examine the funds of knowledge that individuals who have been students in urban schools and now wish to teach in a particular city in the northeastern United States bring to an urban teacher residency program. In this article, we describe these urban residents’ funds of knowledge, and argue that residents describe an emerging place-based pedagogical content knowledge.