# References

Acioly, N. M., & Schliemann, A. D. (1986). Intuitive mathematics and schooling in understanding a lottery game. In

*Proceedings of the 10th Annual Meeting of the International Group for the Psychology of Mathematics Education* (pp. 223-228). London: University of London, Institute of Education.

Bishop, A. J. (1988). Mathematics education in its cultural context. *Educational Studies in Mathematics, 19,* 179-191.

Cobb, P. (1986). Contexts, goals, beliefs, and learning mathematics. *For the Learning of Mathematics, 6 *(2), 2-9.

Cobb, P., Yackel, E., & Wood, T. (1992). A constructivist alternative to the representational view of mind in mathematics education. *Journal for Research in Mathematics Education, 23* (1), 2-33.

D'Ambrosio, U. (1985). *Socio-cultural bases for mathematics education. *Campinas, Brazil: UNICAMP.

Davidenko, S. (1994). *Mathematics practice in the area of dietetics, *Research Apprenticeship Report. Unpublished manuscript, Syracuse University.

Davison, D. M., Landau, M.S., McCracken, L., & Thompson, L. (1992). *Pre-algebra. *Needham, MA: Prentice Hall, Inc.

de Abreu, G. M. C., & Carraher, D. W. (1989). The mathematics of Brazilian sugar cane farmers. In C. Keitel (Ed.), *Mathematics, education, and society* (pp. 68-70), (Science and Technology Education Document Series No. 35). Paris: UNESCO.

Gerdes, P. (1985). Conditions and strategies for emancipatory mathematics education in underdeveloped countries. *For the Learning of Mathematics, 5 *(1), 15-20.

Grouws, D. A. (1991). Improving research in mathematics classroom instruction. In E. Fennema, T. P. Carpenter & S. J. Lamon (Eds.), *Integrating research on teaching and learning mathematics *(pp. 199-215). Albany, NY: State University of New York Press.

Holsti, O. R. (1969). *Content analysis for the social sciences and humanities. *Reading, MA: Addison-Wesley Publishing Company.

Lave, J. (1985). Introduction: Situationally specific practice. *Anthropology and Education Quarterly, 16 *(3), 171-176.

Lave, J. (1988). *Cognition in practice: Mind, mathematics and culture in everyday life. *Cambridge, UK: Cambridge University Press.

Lester, Jr., F. K., (1989). Mathematical problem solving in and out of school. *Arithmetic Teacher, 37* (3), 33-35.

Lincoln, Y. S., & Guba, E. G. (1985). *Naturalistic inquiry. *Newbury Park, CA: Sage Publications, Inc.

Masingila, J. O. (1992). Mathematics practice and apprenticeship in carpet laying: Suggestions for mathematics education. (Doctoral dissertation, Indiana University-Bloomington, 1992). *Dissertation Abstracts International, 53A*, 1833.

Masingila, J. O. (1993a). Learning from mathematics practice in out-of-school situations. *For the Learning of Mathematics, 13 *(2), 18-22.

Masingila, J. O. (1993b). Problem solving in and out of school. In J. R. Becker & B. J. Pence (Eds.), *Proceedings of the 15th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education* (Vol. II, pp. 40-46). San Jose, CA: San Jose State University.

Masingila, J. O. (1994). Mathematics practice in carpet laying. *Anthropology and Education Quarterly, 25 *(4), 1-33.

Masingila, J. O., Davidenko, S., & Prus-Wisniowska, E. (1995). *Mathematics learning and practice in and out of school: A framework for making these experiences complementary. Manuscript revised and re-submitted to Educational Studies in Mathematics.*

Millroy, W. L. (1992). An ethnographic study of the mathematical ideas of a group of carpenters. *Journal for Research in Mathematics Education, Monograph No. 5.*

National Council of Teachers of Mathematics (1989). *Curriculum and evaluation standards for school mathematics. *Reston, VA: Author.

Nunes, T. (1993). The socio-cultural context of mathematical thinking: Research findings and educational implications. In A. J. Bishop, K. Hart, S. Lerman & T. Nunes, *Significant influences on children's learning of mathematics *(pp. 27-42). Paris: UNESCO.

Pompeu, Jr., G. (1994). Another definition of ethnomathematics? *Newsletter of the International Study Group on Ethnomathematics, 9 *(2), 3.

Prus-Wisniowska, E. (1993). *Examining mathematics practice in restaurant management*, Research Apprenticeship Report. Unpublished manuscript, Syracuse University.

Resnick, L. B. (1987). Learning in school and out. *Educational Researcher, 16* (9), 13-20.

Saxe, G. B. (1985). The effects of schooling on arithmetical understandings: Studies with Oksapmin children in Papua New Guinea. *Journal of Educational Psychology, 77* (5), 503-513.

Saxe, G. B. (1988). Candy selling and math learning. *Educational Researcher, 17* (6), 14-21.

Saxe, G. B. (1991). *Culture and cognitive development: Studies in mathematical understanding. *Hillsdale, NJ: Lawrence Erlbaum Associates.

Saxe, G. B. (1994). Studying cognitive development in sociocultural context: The development of a practice-based approach. *Mind, culture, and activity, 1 (3), 135-157.*

Saxe, G. B., Guberman, S. R., & Gearhart, M. (1987). Social processes in early number development. *Monographs of the Society for Research in Child Development, 52 *(2). [With reviews by B. Rogoff and R. Gelman & C. Massey]v Schoenfeld, A. H. (1989). Problem solving in context(s). In R. I. Charles & E. A. Silver (Eds.), *The teaching and assessing of mathematical problem solving .* (pp. 82-92). Hillsdale, NJ: Lawrence Erlbaum Associates.

Scott, P. (1985). Ethnomathematics: What might it be? *Newsletter of the International Study Group on Ethnomathematics, 1 .* (1), 2.

Scribner, S. (1985). Knowledge at work. *Anthropology and Education Quarterly, 16.* (3), 199-206.

Wilder, R. L. (1981). *Mathematics as a cultural system.* Oxford: Pergamon Press.