A ACP Bibliography

Bassanezi, (1994). "Modeling as a teaching-learning strategy." For the learning of mathematics. 12(2), 31-35.

Borba, M. (1990). "Ethnomathematics and education. " For The Learning of Mathematics 10(1).

Burns, M. (2000). About teaching mathematics: A K-8 resource. Sausalito, CA: Math Solutions Publications.
Carpenter, Thomas, P., Empson, Susan, B., Fennema, Elizabeth & Franke, Megan Loef. Children’s Mathematics: Cognitively Guided Instructions (Heinemann, Portsmouth, New Hampshire, 1999)

D'Ambrosio, U. (2001). "What is ethnomathematics, and how can it help children in schools?" In: Teaching Children Mathematics, 7(6). Reston, VA: National Council of Teachers of Mathematics.

_____________. (1999). Educação para uma sociedade em transição (Education for a Society in Transition). Campinas, SP, Brazil: Papirus Editora.

_____________. (1998). Ethnomathematics: the art or technique of explaining and knowing. International Study Group on Ethnomathematics: Las Cruces, NM.

_____________. (1985). "Ethnomathematics and its place in the history and pedagogy of mathematics. " For the Learning of Mathematics. 5(1): 44-48.

Do, Dat. (n.d). Mathematics teaching and learning in Vietnam. Retrieved on March 14, 2003. from http://www.ex.ac.uk/cimt/ijmtl/ddvietmt.pdf.

Devlin, K. (2000). The Math Gene: How mathematical thinking evolved and why numbers are like gossip. Basic Books.

Freire, P. (1997). Pedagogia da Autonomia: Saberes Necessários à Prática Educativa (Pedagogy that Gives Autonomy: Necessary understandings towards a practical education). São Paulo: Editora Paz e Terra.

_______. (1987). Na Escola que Fazemos: Uma Refexão Interdisciplinar em Educação Popular (The school that we have made: an interdisciplinary reflection in education). Petrópolis: Editora Vozes.

_______. (1970). Pedagogia do Oprimido (Pedagogy of the Oppressed). São Paulo: Editora Paz e Terra S/A. 19 edição.

Garcia, R. (2001, October 11). Mental Math Dependant on Language. Retrieved on Monday May 19, 2003 from: http://www.eurekalert.org/pub_releases/2001-10/tau-mmd101101.php

Greenes, C. & Findell, C. Algebra Problems from Groundworks: Student Workbook, Vol. 1-7 (Creative Publication, New York, 2000)

Holtz, R. L. (2001, March 16). "Study: Some written languages intensify dyslexia. " Sacramento Bee, p. A20.

Ifrah, G. (2000). The Universal History of Numbers: From Prehistory to the Invention of the Computer. John Wiley & Sons: New York.

International Study Group on Ethnomathematics (ISGEm) Website: http://www.rpi.edu/~eglash/isgem.htm

Kilpatrick, J., Swafford, J., & Findell, B. (editors). Adding It Up: Helping Children Learn Mathematics (National Academy Press, Washington D.C., 2001).

Knowing and Learning Mathematics for Teaching (National Academy Press, Washington D.C. 2001).

NCTM. (1999). Every child Statement. Reston, VA: National Council of Teachers of Mathematics (www.nctm.org).

Ma, Liping. Knowing and Teaching Elementary Mathematics: Teachers’ Understanding of Fundamental Mathematics in China and the United States. (Lawrence Erlbaum Associates, Mahwah, New Jersey, 1999).

The Mathematical Education of Teachers: Issues in Mathematics Education, volume II (Mathematic Association of America, Washington D.C., 2001).

Mathematics Framework for California Public Schools (California Department of Education: Sacramento, CA, 1987, 1992, 2000).

Morrow, L. J.& Kenney, M. J. (Eds.). (1998). 1998 NCTM Yearbook: The teaching and learning of algorithms in school mathematics. NCTM: Reston, VA.

Moses, R. (2001). Radical equations: Math literacy and Civil Rights. Boston: Beacon Press.

Orey, D. & Rosa, M. (2001). With Milton Rosa. Ethnomathematics as Pedagogical Action: Introducing Mathematical Modeling to Adolescent and Adult Learners. Unpublished manuscript, available from the authors.

Orey, D. (2000). "Etnomatemática como Ação Pedagógica: Algumas Reflexões sobre a Aplicação da Etnomatemática entre São Paulo e Califórnia (Ethnomathematics as Pedagogical Action: Some Reflections on Applying Ethnomathematics in São Paulo and California). " in Proceedings of the Primeiro Congresso Brasileiro de Etnomatématica ó CBEm1. Universidade de São Paulo, São Paulo, Brazil.

______. (1999). "Fulbright Ethnomathematics in Brazil. " International Study Group on Ethnomathematics Newsletter. Las Cruces: ISGEm, 14 (1).

______. (1998). "Mathematics for the 21st Century. " In: Teaching Children Mathematics, Reston, VA: National Council of Teachers of Mathematics.

______. (1989). "Ethnomathematical perspectives on the NCTM Standards. " International Study Group on Ethnomathematics Newsletter. 5(1): 5-7.

______. (1984). "Logo goes Guatemalan: an ethnographic study. " The Computing Teacher, 12(1): 46-47.

______. (1982). "Mayan Math. " The Oregon Mathematics Teacher. Portland, OR.

Parker, R. (1993). Mathematical Power: Lessons from the Classroom. New York: Heinemann.

Perkins, I & Flores, A (2002, February). Mathematical Notations and Procedures of Recent Immigrant Students. Mathematics Teaching in the Middle School. Reston, VA: NCTM Vol 7, No. 6, pp 346 - 351.

Powell, A. B. and Frankenstein, M. Eds. (1997). Ethnomathematics: challenging eurocentrism in mathematics education. Albany, NY: State University of New York Press.

Principles and Standards of School Mathematics. (The National Council of Teachers of Mathematics, 2000).

Sloper, David & Can, Le T.( 1995). Higher education in Vietnam: Change and response. New York: St. Martin’s Press.

Steen, L. A. (Ed.). (2001). Mathematics and Democracy: The Case for Quantitative Literacy. The National Council on Education and the Disciplines and The Woodrow Wilson National Fellowship Foundation.

Stigler, James, W. & Hieber, James. The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom (Free Press, New York, 1999).

TIMSS. (1997). Third International Mathematics and Science Survey. See http://nces. ed. gov/timss..