Alltag und Akademie

Baker, D. (2005). Numeracy and “funds of knowledge.” Reflect - Online Magazine of the National Research and Development Centre for Adult Literacy and Numeracy, (3). Retrieved from http://www.nrdc.org.uk/content.asp?CategoryID=755
Coben, D., & Thumpston, G. (1995). Researching Mathematics Life Histories: A Case Study. In D. Coben (Ed.), Mathematics with a Human Face: Proceedings of ALM-2 (pp. 39–44). London: Goldsmiths College, University of London in association with Adults Learning Maths - A Research Forum.
Davis, E. K., Seah, W. T., & Bishop, A. J. (2009). Students’ transition between contexts of mathematical practices in Ghana. Presented at the MAV Annual Conference. Retrieved from http://www.mav.vic.edu.au/files/conferences/2009/10Davis.pdf
dos Santos, M. P., & Matos, J. F. (2008). The Role Of Artefacts in Mathematical Thinking: A Situated Learning Perspective. In A. Watson & P. Winbourne (Eds.), New Directions for Situated Cognition in Mathematics Education (pp. 179–204). New York: Springer.
Gal, I. (2013). Mathematical skills beyond the school years: A view from adult skills surveys and adult learning. In A. M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (pp. 31–46). Kiel.
Gellert, U. (2009). Zur Explizierung strukturierender Prinzipien mathematischer Unterrichtspraxis. Journal Für Mathematikdidaktik, 30(2), 121–146. Retrieved from http://www.igb.uzh.ch/institut/personen/lehrstuhlruf/christianrueede/Gruppieren_Web.pdf http://www.igb.uzh.ch/institut/personen/lehrstuhlruf/christianrueede.html
Gellert, U., & Straehler-Pohl, H. (2011). Differential access to vertical discourse: Managing diversity in a secondary mathematics classroom. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (CERME 7) (pp. 1440–1449). Rzeszów: University of Rzeszów. Retrieved from http://www.erme.unito.it/doc/cerme7/CERME7.pdf
Gerdes, P. (1997). On Culture, Geometrical Thinking and Mathematics Education. In A. B. Powell & M. Frankenstein (Eds.), Ethnomathematics. Challenging Eurocentrism in Mathematics Education (pp. 223–247). Albany: State University of New York.
Greer, B., & Mukhopadhyay, S. (2012). The Hegemony Of Mathematics. In O. Skovsmose & B. Greer (Eds.), Opening the Cage: Critique and Politics of Mathematics Education (pp. 229–248). Rotterdam: Sense Publishers.
Gustafsson, L., & Mouwitz, L. (2010). Mathematical modelling and tacit rationality — two intertwining kinds of professional knowledge. In A. Araújo, A. Fernandes, A. Azevedo, & J. F. Rodrigues (Eds.), Proceedings of the EIMI 2010 (educational interfaces between mathematics and industry) (pp. 253–268). Lisbon, Portugal.
Jablonka, E. (2010). Contextualised mathematics. Issues of knowledge recontextualisation. Presented at the AML 17.
Knijnik, G. (2007). Brazilian peasant mathematics, school mathematics and adult education. ALM International Journal, 2(2), 54–62.
Marciniak, Z. (2015). A Research Mathematician’s View on Mathematical Literacy. In K. Stacey & R. Turner (Eds.), Assessing Mathematical Literacy (pp. 117–124). Springer International Publishing. Retrieved from http://dx.doi.org/10.1007/978-3-319-10121-7_5
Marks, R., Hodgen, J., Coben, D., & Bretscher, N. (2016). Nursing Students’ Experiences of Learning Numeracy for Professional Practice. Adults Learning Mathematics: An International Journal, 11(1), 43–58.
Nathan, M. J., & Koedinger, K. R. (2000). Moving beyond Teachers’ Intuitive Beliefs about Algebra Learning. The Mathematics Teacher, 93(3), 218–223.
The Australian Association of Mathematics Teachers. (2014). Identifying and Supporting Quantitative Skills of 21st Century Workers. Adelaide: Commonwealth of Australia.
Wedege, T. (2010). People’s mathematics in working life: Why is it invisible? ALM International Journal, 5(1), 89–97.