| Title |
Culturally responsive teaching in the context of mathematics: a grounded theory case study
|
|---|---|
| Published in |
Journal of Mathematics Teacher Education, December 2011
|
| DOI | 10.1007/s10857-011-9198-4 |
| Authors |
Emily P. Bonner, Thomasenia L. Adams |
Mendeley readers
The data shown below were compiled from readership statistics for 131 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 2 | 2% |
| Bulgaria | 1 | <1% |
| Canada | 1 | <1% |
| Unknown | 127 | 97% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 34 | 26% |
| Student > Doctoral Student | 32 | 24% |
| Student > Master | 13 | 10% |
| Lecturer | 8 | 6% |
| Student > Bachelor | 7 | 5% |
| Other | 22 | 17% |
| Unknown | 15 | 11% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 57 | 44% |
| Mathematics | 26 | 20% |
| Psychology | 7 | 5% |
| Arts and Humanities | 4 | 3% |
| Biochemistry, Genetics and Molecular Biology | 2 | 2% |
| Other | 12 | 9% |
| Unknown | 23 | 18% |