Thesis
Strategies for Leveraging Students’ Funds of Knowledge in Mathematics Instruction: A Systematic Review of K-12 Practices
Washington State University
Master of Arts (MA), Washington State University
2023
DOI:
https://doi.org/10.7273/000006374
Abstract
Studies on equity and inclusion in the domain of mathematics teaching and learning are vast, but often do not connect students’ home and community mathematics knowledge bases to classroom practices to support formal mathematics, especially for marginalized student groups. This research aims to synthesize the literature and present equitable teaching and learning strategies that connect students' funds of knowledge (FoK) in academic research published over the last 20 years in K-12 education settings. Through the systematic search procedures, I reviewed, analyzed, and synthesized 26 studies that considered teaching practices that connect to students’ multiple mathematical knowledge bases. Findings from the review show that earlier research focused on the use of non-standard strategies to teach lessons, and task modification seemed to be the trend in recent research. Practices identified from the systematic review included home visits, digital technology, lesson material and task, teacher noticing, and contextualized problems. Studies operationalized students’ FoK as resource-based knowledge similarly with different terminologies. Implications from these findings suggest the need for more researchers from different nations to engage in research on mathematics instruction that draws on students’ mathematical thinking for in-classroom mathematics to further support teachers’ understanding of how to incorporate home- and community-based knowledge in their practice. Keywords: Funds of knowledge (Fok), Mathematics, Teaching Practices, Equity and Diversity
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Details
- Title
- Strategies for Leveraging Students’ Funds of Knowledge in Mathematics Instruction
- Creators
- Mary Aina
- Contributors
- Amy Roth-Mcduffie (Advisor)Stephany R Johnson (Committee Member)Molly L Kelton (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Department of Teaching and Learning
- Theses and Dissertations
- Master of Arts (MA), Washington State University
- Publisher
- Washington State University
- Number of pages
- 110
- Identifiers
- 99901087514901842
- Language
- English
- Resource Type
- Thesis