Abstract
This paper provides a personal account of how my involvement in the Funds of Knowledge for Teaching (FKT) project led to opening a currently very vibrant field of research that applies the Funds of Knowledge concept to mathematics education. Following up on my interest in cultural aspects in mathematics education, I wandered the hallways of BARA (Bureau of Applied Research in Anthropology) one day in the early nineties. Lucky me, that day the study group for FKT was meeting. As they say, the rest is history. I will draw on the many projects I have had since then to illustrate how we applied the concept of Funds of Knowledge to the teaching and learning of mathematics. In particular, I elaborate on how I extended the concept to develop a research program centered on parental engagement in mathematics in minoritized communities. Throughout the paper, I will intersperse my memories of meetings with Luis Moll over the years.
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