Abstract
Preface by Richard S. Kitchen and Marta Civil 1. Ecological Approaches to Transnational Research on Mathematical Reasoning: A Focus on Latino/a Mathematics Learners in the Borderlands by Judit Moschkovich 2. Crossing the Border between Home and School: Dominican Parents' Perspectives on the Teaching and Learning of Mathematics by Mary Q. Foote 3. Impressions of Mexican Immigrant Families on their Early Experiences with School Mathematics in Arizona by Marta Civil & Jose Maria Menendez 4. Becoming a Liberal Math Learner: Expanding Secondary School Mathematics to Support Cultural Connections, Multiple Mathematical Identities and Engagement by Lisa M. Jilk 5. Engaging Underprivileged Mexican students in Reform-Oriented Mathematics Instruction by Jose Luis Cortina 6. Considering Mexican and U.S. Teachers' Views on the Teaching and Learning of Mathematics Through a Teaching for Diversity Lens by Richard S. Kitchen 7. Teachers' Task Management Practices in the Context of Routine and Non-Routine Mathematics Problems: A Descriptive Analysis by Guadalupe I. Lozano Teran 8. Teachers' Conceptions of Mathematics and Mathematics Teaching and Learning: The Case of Two Elementary Teachers in Northern Mexico by Jesus Acosta-Iriqui 9. Looking Forward: Establishing a Research Agenda for Transnational and Borderland Studies in Mathematics Education by Richard S. Kitchen & Marta Civil Epilogue by Olimpia Figueras
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