Difference between revisions of "Na'ilah Nasir"
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imported>Raymond Johnson (Created page with "== Publications == Nasir, N. S., Hand, V. M., & Taylor, E. V. (2008). [[Nasir, Hand, & Taylor|Culture and mathematics in sc...") |
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== Publications == | == Publications == | ||
[[Na'ilah Nasir|Nasir, N. S.]], [[Victoria Hand|Hand, V. M.]], & [[Edd Taylor|Taylor, E. V.]] (2008). [[Nasir, Hand, & Taylor|Culture and mathematics in school: Boundaries between "cultural" and "domain" knowledge in the mathematics classroom and beyond]]. Review of Research in Education, 32(1), 187–240. doi:10.3102/0091732X07308962 | [[Na'ilah Nasir|Nasir, N. S.]], [[Victoria Hand|Hand, V. M.]], & [[Edd Taylor|Taylor, E. V.]] (2008). [[Nasir, Hand, & Taylor (2008)|Culture and mathematics in school: Boundaries between "cultural" and "domain" knowledge in the mathematics classroom and beyond]]. Review of Research in Education, 32(1), 187–240. doi:10.3102/0091732X07308962 | ||
[[Na'ilah Nasir|Nasir, N. S.]], & [[Victoria Hand|Hand, V. M.]] (2006). [[Nasir & Hand (2006)|Exploring sociocultural perspectives on race, culture, and learning]]. Review of Educational Research, 76(4), 449–475. doi:10.3102/00346543076004449 | [[Na'ilah Nasir|Nasir, N. S.]], & [[Victoria Hand|Hand, V. M.]] (2006). [[Nasir & Hand (2006)|Exploring sociocultural perspectives on race, culture, and learning]]. Review of Educational Research, 76(4), 449–475. doi:10.3102/00346543076004449 | ||
Latest revision as of 22:06, 30 November 2012
Publications
Nasir, N. S., Hand, V. M., & Taylor, E. V. (2008). Culture and mathematics in school: Boundaries between "cultural" and "domain" knowledge in the mathematics classroom and beyond. Review of Research in Education, 32(1), 187–240. doi:10.3102/0091732X07308962
Nasir, N. S., & Hand, V. M. (2006). Exploring sociocultural perspectives on race, culture, and learning. Review of Educational Research, 76(4), 449–475. doi:10.3102/00346543076004449
Nasir, N. S. (2002). Identity, goals, and learning: Mathematics in cultural practice. Mathematical Thinking and Learning, 4(2-3), 213–247. doi:10.1207/S15327833MTL04023_6