Towards a culturally embedded Financial Mathematics PCK framework

References

• Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special. Journal of Teacher Education, 59(5), 389–407.
   Web of Science ®Google Scholar
• Barkay, D. (2017). Teacher's use of exemplification and explanations in mediating the object of learning (Masters dissertation). http://wiredspace.wits.ac.za/handle/10539/25144
   Google Scholar
• Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., & Tsai, Y. M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180.
   Web of Science ®Google Scholar
• Bishop, A. J. (1988). Mathematics education in its cultural context. Educational Studies in Mathematics, 19(2), 179–191.
   Google Scholar
• Borko, H., Eisenhart, M., Brown, C. A., Underhill, R. G., Jones, D., & Agard, P. C. (1992). Learning to teach hard mathematics: Do novice teachers and their instructors give up too easily? Journal for Research in Mathematics Education, 23(3), 194–222.
   Web of Science ®Google Scholar
• Braithwaite, D. O., Allen, J., & Moore, J. (2017). Data conferencing. In J. P. Matthes, C. S. Davis, & R. F. Potter (Eds.), International encyclopedia of communication research methods. London: Wiley-Blackwell. doi:10.1002/9781118901731.iecrm0057
   Google Scholar
• D'Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the learning of Mathematics, 5(1), 44–48.
   Google Scholar
• Davis, B. (1997). Listening for differences: An evolving conceptions of mathematics teaching. Journal for Research in Mathematics Education, 28(3), 355–376.
   Web of Science ®Google Scholar
• Freudenthal, H. (1991). Revisiting mathematics education. Dordrecht: Kluwer Academic Publishers.
   Google Scholar
• Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York: Teachers College Press.
   Google Scholar
• Gay, G. (2018). Culturally responsive teaching (3rd ed). New York, NY: Teachers College Press.
   Google Scholar
• Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
   Google Scholar
• Hersh, R. (1991). Mathematics has a front and a back. Synthese, 88(2), 127–133.
   Web of Science ®Google Scholar
• Howard, G. R. (2016). We can't teach what we don't know: White teachers, multiracial schools. London: Teachers College Press.
   Google Scholar
• Jett, C. C. (2013). Culturally responsive collegiate mathematics education: Implications for African American students. Interdisciplinary Journal of Teaching and Learning, 3(2), 102–116.
   Google Scholar
• Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: A.k.a. The remix. Harvard Educational Review, 84(1), 74–84.
   Web of Science ®Google Scholar
• Makonye, J. P. (2015). What are student teachers’ perceptions in the use of home languages in the teaching and learning of mathematics? Journal of Communication, 6(1), 28–37.
   Google Scholar
• Makonye, J. P. (2017). Pre-service mathematics student teachers’ conceptions of nominal and effective interest rates. Pythagoras, 38(1), 1–10. doi: 10.4102/pythagoras.v38i1.307
   Web of Science ®Google Scholar
• Manizade, A. G. (2006). Designing measure for assessing teachers’ pedagogical content knowledge of geometry and measurement at the middle school level. (Doctoral dissertation). University of Virginia, Charlottesville, VA, USA.
   Google Scholar
• Manizade, A. G., & Mason, M. M. (2011). Using Delphi methodology to design assessments of teachers’ pedagogical content knowledge. Educational Studies in Mathematics, 76(2), 183–207.
   Web of Science ®Google Scholar
• Mewborn, D. S. (2003). Teaching teacher’s knowledge and their professional development. In J. Kilpatrick, W. Martin, & D. Schifter (Eds.), A research companion to principles and standards for school mathematics (pp. 45–51). Reston, VA: National Council of Teachers of Mathematics.
   Google Scholar
• National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
   Google Scholar
• National Council of Teachers of Mathematics. (2014). Principles to Actions: Executive Summary. Reston, VA: National Council of Teachers of Mathematics.
   Google Scholar
• National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National mathematics Advisory Panel. Washington: US Department of Education.
   Google Scholar
• OECD. (2017). PISA 2015 Results (Volume IV). Students’ Financial Literacy. https://www.oecd-ilibrary.org/education/pisa-2015-results-volume-iv_9789264270282-en
   Google Scholar
• Osman, R., & Maringe, F. (2019). Transformation in higher education in South Africa toward the Decolonization of South African Universities. In Oxford research Encyclopedia of education. Oxford: Oxford University Press USA.
   Google Scholar
• Pournara, C. (2013). Teachers’ knowledge for teaching compound interest. Pythagoras, 34(2), 1–10.
   Google Scholar
• Rabianski, J. S. (2003). Primary and secondary data: Concepts, concerns, errors, and issues. The Appraisal Journal, 71(1), 43.
   Google Scholar
• Rowan, B., Chiang, F.-S., & Miller, R. J. (1997). Using research on employees’ performance to study the effects of teachers on students’ achievement. Sociology of Education, 70(4), 256–284.
   Web of Science ®Google Scholar
• Seidel, T., & Shavelson, R. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77, 454–499.
   Web of Science ®Google Scholar
• Sfard, A. (2007). When the rules of discourse change, but nobody tells you: Making sense of mathematics learning from a commognitive standpoint. Journal of the Learning Sciences, 16(4), 565–613.
   Web of Science ®Google Scholar
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.
   Google Scholar
• Tall, D. O. (2007). Developing a theory of mathematical growth. ZDM: The International Journal on Mathematics Education, 39, 145–154.
   Google Scholar
• Tularam, G. A. (2013). Mathematics in finance and economics: The importance of teaching higher order mathematical thinking skills in finance. e-Journal of Business Education and Scholarship of Teaching, 7(1), 43–73.
   Google Scholar
• Zhu, X., & Simon, H. A. (1987). Learning mathematics from examples and by doing. Cognition and Instruction, 4, 137–166.
   Google Scholar
• Zodik, I., & Zaslavsky, O. (2008). Characteristics of teachers’ choice of examples in and for the mathematics classroom. Educational Studies in Mathematics, 69(2), 165–182.
   Google Scholar