STEM learning research through a funds of knowledge lens

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57 Scopus citations


This article examines STEM learning as a cultural process with a focus on non-dominant communities. Building on my work in funds of knowledge and mathematics education, I present three vignettes to raise some questions around connections between in-school and out-of-school mathematics. How do we define competence? How do task and environment affect engagement? What is the role of affect, language, and cognition in different settings? These vignettes serve to highlight the complexity of moving across different domains of STEM practice—everyday life, school, and STEM disciplines. Based on findings from occupational interviews I discuss characteristics of learning and engaging in everyday practices and propose several areas for further research, including the nature of everyday STEM practices, valorization of knowledge, language choice, and different forms of engagement.

Original languageEnglish (US)
Pages (from-to)41-59
Number of pages19
JournalCultural Studies of Science Education
Issue number1
StatePublished - Mar 1 2016


  • Funds of knowledge
  • In-school and out-of-school learning
  • Mathematics education
  • Non-dominant groups
  • STEM practices
  • Valorization of knowledge

ASJC Scopus subject areas

  • Cultural Studies


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