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Book reviews

Empowering science and mathematics education in urban schools

References

  • Civil, M. (2002). Everyday mathematics, mathematicians' mathematics, and school mathematics: Can we bring them together? In M. Brenner & J. Moschkovich (Eds.), Everyday and academic mathematics in the classroom (Journal for Research in Mathematics Education Monograph #11) (pp. 40–62). Reston, VA: NCTM.
  • Gee, J. P. (1999). An introduction to discourse analysis: Theory and method. London: Routledge.
  • Gutiérrez, K. D., Baquedano-López, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), 286–303. doi:10.1080/10749039909524733
  • Kitchen, R. S. (2007). The importance of building relationships. In R. S. Kitchen, J. DePree, S. Celedón-Pattichis, & J. Brinkerhoff (Eds.), Mathematics education at highly effective schools that serve the poor: Strategies for change (pp. 115–129). Mahwah, NJ: Lawrence Erlbaum.
  • Moje, E. B., Collazo, T., Carrillo, R., & Marx, R. W. (2001). Maestro, what is ‘quality’?: Language, literacy, and discourse in project-based science. Journal of Research in Science Teaching, 38(4), 469–498. doi:10.1002/tea.1014
  • Spradbery, J. (1976). Conservative pupils? Pupil resistance to a curriculum innovation in mathematics. In G. Whitty & M. Young (Eds.), Explorations in the politics of school knowledge (pp. 236–243). Driffield: Nafferton.
  • Turner, E. E. (2003). Critical mathematics agency: Urban middle school students engage in significant mathematics to understand, critique, and act upon their world. ( PhD dissertation). University of Texas, Austin.

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