ABSTRACT
Children's social and cultural lives are interwoven with their developing mathematical understandings in fundamental ways. In their efforts to document children's understandings, researchers have often sidestepped analyses of sociocultural processes in children's mathematics. In this chapter, I sketch a research framework in which dimensions of daily life are elevated to a central target of analysis. I show that research guided by the framework is useful for informing the creation of classroom practices for children's mathematics learning, and that the research framework, in turn, is useful for understanding children's learning in such practices.
