Social or Cultural Aspects

• Atweh, B., Forgasz, H., & Nebres, B. (2001). Sociocultural research on mathematics education: An international perspective. Mahwah, NJ: Lawrence Erlbaum Associates.
  
• Clarke, D. (Ed.). (2001). Perspectives on practice and meaning in mathematics and science classroom. Dordrecht, The Netherland: Kluwer.
  
• Burton, L. (Ed.). (1999). Learning mathematics: From hierarchies to networks. Falmer Press.
• Steinbring, H., Bussi, M. G. B., & Sierpinska, A. (1998). Language and communication in the mathematics classroom. Reston, VA: National Council of Teachers of Mathematics.
  
• F. Seeger, J. Voigt, & U. Waschescio. (Eds.). (1998). The culture of the mathematics classroom. Cambridge University Press.
  
• Ernest, P. (1998). Social constructivism as a philosophy of mathematics. Albany, NY: State University of New York Press.
  
• Dowling, P. (1998). The sociology of mathematics education: Mathematical myths/pedagogic texts. London: Falmer Press.
  
• Fisher, N. D., Keynes, H. B., & Wagreich, P. D. (Eds.). (1995). Changing the culture: Mathematics education in the research community (Issues in mathematics education, vol. 5). American Mathematical Society.
  
• Lerman, S. (Ed.). (1994). Cultural perspectives on the mathematics classroom.Dordrecht: Kluwer Academic Publishers.
  
• Nunes, T., Schliemann, A. D., & Carraher, D. W. (1993). Street mathematics andschool mathematics. New York, NY: Cambridge University Press.
  
• Millroy, W. L. (1992). An ethnographic study of the mathematical ideas ofa group of carpenters. Reston, VA: National Council of Teachers of Mathematics.
  
• Bishop, A. J. (1991). Mathematical enculturation: A cultural perspectiveon mathematics education. Dordrecht: Kluwer Academic Publishers.