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The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.

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In this issue:

Funds of Knowledge
Program Spotlight draws attention to the social and cultural practices in which mathematics is embedded. Using the notion of “funds of knowledge” Marta Civil and her colleagues at the University of Arizona have developed two programs that strengthen parents' roles as parents, learners, and teachers, and equip teachers with the skills to integrate home mathematics in the curriculum. In Questions & Answers Civil continues to expand on the opportunities and challenges of applying funds of knowledge in mathematics education.

Supporting Mathematical Excellence
The importance of families and communities in supporting mathematical excellence is reflected in the new National Council for Teachers of Mathematics (NCTM) standards. In Lessons From Leaders NCTM's president, Johnny Lott suggests that everyday math is a good starting point for parents and children to learn to think mathematically—to go beyond counting and into problem solving.

Early Childhood Mathematics
NCTM and the National Association for Education of Young Children (NAEYC) also developed a joint position statement on early childhood mathematics. Marilou Hyson, NAEYC Associate Executive Director for Professional Development, shares how teachers and families can work together to help children know and love mathematics.

Family–Math Connections
The richness of family-school connections is explored in two sections of the Forum. Parent Perspective describes how Kentucky parents have initiated projects to support schools in the implementation of state standards in mathematics. Teacher Talk features five expert teachers who identify critical factors in successfully integrating families' into their mathematical projects.

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© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project