000			01473nab a2200229 4500
003			OSt
005			20230721124749.0
007			cr aa aaaaa
008			230721b |||||||| |||| 00| 0 eng d
100			_aWilliams, Julie J. _956143
245			_aSupporting Mathematics Understanding Through Funds of Knowledge/
260			_bSage, _c2020.
300			_aVol 55, Issue 3, 2020( 476–502 p.)
520			_aThe purpose of this qualitative study was to identify the unique funds of knowledge among three Hispanic families living in the same city, specifically, how parents supported their children’s mathematics learning through funds of knowledge. Participants contributed to their children’s mathematics learning by promoting the five National Council of Teachers of Mathematics process standards—problem solving, reasoning and proof, communication, connection, and representation. Participating parents shared knowledge with their children through questioning and discussion, providing experiences, and promoting practice. In this study, participants valued education and supported their children’s mathematics learning at home and school activities.
700			_aTunks, Jeanne _956144
700			_aGonzalez-Carriedo, Ricardo _956145
700			_aFaulkenberry, Eileen _956146
700			_aMiddlemiss, Wendy _956147
773	0		_010959 _916913 _dSage, 2019. _tUrban education
856			_uhttps://doi.org/10.1177/0042085916654523
942			_2ddc _cEJR
999			_c13929 _d13929