Difference between revisions of "Victoria Hand"
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== Publications == | == Publications == | ||
[[Victoria Hand|Hand, V.]] (2012). [[Hand (2012)|Seeing culture and power in mathematical learning: Toward a model of equitable instruction]]. ''[[Educational Studies in Mathematics]]'', 80(1-2), 233–247. doi:10.1007/s10649-012-9387-9 | |||
[[Victoria Hand|Hand, V. M.]] (2009). [[Hand (2009)|The co-construction of opposition in a low-track mathematics classroom]]. ''[[American Educational Research Journal]]'', 47(1), 97–132. doi:10.3102/0002831209344216 | [[Victoria Hand|Hand, V. M.]] (2009). [[Hand (2009)|The co-construction of opposition in a low-track mathematics classroom]]. ''[[American Educational Research Journal]]'', 47(1), 97–132. doi:10.3102/0002831209344216 | ||
[[Melissa Gresalfi|Gresalfi, M.]], [[Taylor Martin|Martin, T.]], [[Victoria Hand|Hand, V.]], & [[James Greeno|Greeno, J.]] (2008). [[Gresalfi, Martin, Hand, & Greeno (2008)|Constructing competence: An analysis of student participation in the activity systems of mathematics classrooms]]. ''[[Educational Studies in Mathematics]]'', 70(1), 49–70. doi:10.1007/s10649-008-9141-5 | |||
[[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.]], & [[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 | ||
Latest revision as of 08:20, 3 May 2015
Publications
Hand, V. (2012). Seeing culture and power in mathematical learning: Toward a model of equitable instruction. Educational Studies in Mathematics, 80(1-2), 233–247. doi:10.1007/s10649-012-9387-9
Hand, V. M. (2009). The co-construction of opposition in a low-track mathematics classroom. American Educational Research Journal, 47(1), 97–132. doi:10.3102/0002831209344216
Gresalfi, M., Martin, T., Hand, V., & Greeno, J. (2008). Constructing competence: An analysis of student participation in the activity systems of mathematics classrooms. Educational Studies in Mathematics, 70(1), 49–70. doi:10.1007/s10649-008-9141-5
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