Crafting Entry Points for Learning about Children’s Funds of Knowledge: Scaffolding the Community Mathematics Exploration Module for Pre-Service Teachers

  • Crystal Kalinec-CraigEmail author
  • Maria del Rosario Zavala


In this chapter, the authors discuss how mathematics teacher educators (MTEs) can help pre-service teachers (PSTs) learn to reject deficit narratives of many students, their families, and their communities by using the Community Mathematics Exploration Module in their mathematics methods course. When mathematics teachers frame students’ experiences and knowledge outside of the classroom as assets to their learning, they can help students learn more mathematics and encourage more students to participate in the mathematics of the classroom. The purpose of this chapter is to share the ways that two MTEs use the Community Mathematics Exploration Module to support PSTs as they learn to elicit and incorporate children’s funds of knowledge into their mathematics instruction. Specifically, the authors consider entry points and scaffolds for the Community Mathematics Exploration Module across various moments during the semester; examples of the scaffolds and entry points are coupled with readings and videos that can support the module. This chapter also poses and discusses challenges that MTEs might face when using the Community Mathematics Exploration Module.


Teacher education Mathematics education Funds of knowledge Community exploration Elementary teacher education 


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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Crystal Kalinec-Craig
    • 1
    Email author
  • Maria del Rosario Zavala
    • 2
  1. 1.University of Texas at San AntonioSan AntonioUSA
  2. 2.San Francisco State UniversitySan FranciscoUSA

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