A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge

Source: Journal of Teacher Education, Volume 67, Issue 1, January/February 2016

This review focuses on research related to how prospective teachers (PSTs) learn to connect to children’s mathematical thinking (CMT) and children’s cultural funds of knowledge (CFoK) in mathematics instruction.

The authors use the review to describe elements of a robust theoretical framework of PST learning about CMT and CFoK, and synthesize how the studies reviewed contribute to these different elements.