Professor Guida de Abreu BSc MSc PhD

Professor in Cultural Psychology

 

Director of the Doctoral Training Programme - Children and Young People: Psychological, Educational and Health Perspectives (http://www.psychology.brookes.ac.uk/research/dtp-children-and-young-people)  

Research Interests

Guida de Abreu received her Ph.D. from the University of Cambridge in 1994. She moved to Oxford Brookes University in 2004 and is currently a Professor in Cultural Psychology. Her research is informed by socio-cultural theory and has three main strands. One strand focuses on culture and mathematical cognition and spans over a period of 15 years, with studies in Brazil, Portugal and England. A second strand focuses on learning, schooling and cultural identity development of children from immigrant and minority groups. A third strand focuses on the impact of immigration on cultural identity development of adults. She collaborates with researchers from many countries, and this has resulted in publications, such as a book exploring “Transitions between contexts of mathematical practices” (Abreu, Bishop & Presmeg, 2002, Kluwer); a book exploring the “Education of Portuguese Children in Britain: Insights from Research and Practice in England and Overseas” (Abreu, Cline & Lambert) and, a special issue of the European Journal of Psychology of Education “The social mediation of learning in multiethnic schools” (Abreu & Elbers, 2005). A sample of publications from recent years is given below.

PhD students 

Guida welcomes enquiries from potential PhD students who would like to do research in her areas of interest, in particular (i) transitions between home and school mathematics, including perspectives of children, parents and (ii) the impact of socio-cultural change on young people’s learning and cultural identity development, including perspectives of children, parents and teachers, (iii) children and parents’ experiences and understanding of their chronic illnesses.

Current students:

Dan Butcher "‘Figuring and becoming’: First steps on the road to negotiating personal, professional and academic identities among Beginning Student Nurses’ ”

Tracy McAteer “Young people’s understanding of life-limiting conditions”

Recent past students:

Albana Canollari “Parents’ social representations of their children’s schooling: the case of Albanian emigrants, returned emigrants and non-emigrants”

Richard Newton. "Parents, children and primary school mathematics: experiences, identity and activity"

Sandy Oldfield. "Adjustment of parents of children with asthma or type-1 diabetes"

Ria O’Sullivan Lago "The dialogical self in a cultural contact zone: The impact of cultural continuity"

Akiko Watanable "The effect of the social context on young people’s stress and coping with cancer"


Co-ordinator EARLI SIG - Learning and Teaching in Culturally Diverse Settings

SIG10 and SIG21 conference: Moving through cultures of learning, Utrecht, September 2 and 3, 2010. http://sig10and21meeting.risbo.org/

SIG 10 and SIG 21: "Patchwork. Learning diversities", that will take place in Belgrade, August 30-31 & September 1st 2012. http://www2.unine.ch/patchworks2012

Research Projects

Education and Experiences of Portuguese people in Britain (2000-2003)

Prior to moving to Oxford Brookes, Dr Guida de Abreu was the Head of the Center for Psychology & Culture at Luton University, where she directed the largest programme to date on the education of Portuguese children and adolescents in England and the Channel Islands.

Research Report


Minority Ethnic Pupils in Mainly White Schools (2000-02)

Cline, T., Abreu, G. de, Fihosy, C., Gray, H., Lambert, H. and Neale, J. (2002) Minority Ethnic Pupils In Mainly White Schools. Report for the Department for Education and Skills on Project 4/RP/187/2000 (182 pages).

Most research on the education of minority ethnic pupils has focused on multiethnic schools in urban areas (i.e. schools with a substantial proportion of minority ethnic pupils). This study investigated the situation of minority ethnic pupils in mainly white schools. Many more teachers and schools than in the past now have some minority ethnic pupils. The report highlights factors that might affect the educational achievements of these pupils and examines the perspectives on the situation of minority ethnic pupils and parents as well as their teachers.

Research Report


Young People's Representations of Conflicting Roles in Child Development (2004-05)

Lindsay O’Dell, Guida de Abreu, Tony Cline and Sarah Crafter

The overall aim of this project is to illustrate that the existing theoretical basis for the dominant construction of child development in current multicultural and inclusive societies is fragile and unsustainable and urgently needs re-thinking. From a societal point of view a child crosses the border of what is culturally accepted for their age when they are seen to engage in roles that are typically carried out by adults. We took this as a starting point for our empirical work and decided to explore young people’s view of children who: (1) within an immigrant or refugee household engage in language brokering, acting as an interpreter or translator for their parents in “adult” contexts; (2) act as young carers within their family when a key parent has a physical or mental illness; (3) undertake work that is generally socially accepted such as a newspaper round, baby sitting or a Saturday job.

(ESRC grant RES-000-22-0549)

Research report and outputs


Publications

Books & Research Reports

 

Hjorne, E., van der Aalsvoort, G. & Abreu, G. de (Eds.) (2012) Learning, social interaction and diversity – – Exploring identities in school practices. SENSE Publishers.

O'Dell, L., Abreu, G. de, Cline, T. & Crafter, S. (Dec 2005). Young people's representations of conflicting roles in child development. ESRC end of Award Report.RES -000-22-0549

Abreu, G. de, Cline, T. and Lambert, H. (Eds.) (2004) The Education of Portuguese Children in Britain: Insights from research and practice in England and overseas. London: Portuguese Education Department: London. http://psych.brookes.ac.uk/portuguese/

Abreu, G. de and Lambert, H. (2003). The education of Portuguese students in England and the Channel Islands schools. Final Report. 336pp Department of Psychology, University of Luton. http://psych.brookes.ac.uk/portuguese/

Abreu, G. & Bishop, A. and Presmeg, N. (Eds.) (2002). Transitions between contexts of mathematical practices. Dordrecht: Kluwer.

Cline, T., Abreu, G. de, Fihosy, C., Gray, H., Lambert, H. and Neale, J. (2002) Minority Ethnic Pupils In Mainly White Schools. Report for the Department for Education and Skills on Project 4/RP/187/2000 (182 pages). http://www.dfes.gov.uk/research/data/uploadfiles/RR365.pdf

Book Chapters

Abreu, G. de, O’Sullivan-Lago, R. & Hale, H. (2012). Nowadays I think, ‘wow: I made it’”: Dialogical Self processes and access to symbolic resources in immigrant transitions. B. Ligorio & M. Cesar (eds). Interplays Between Dialogical Learning and Dialogical Self. Information Age Publishing. ISBNs: paperback: 9781623960643, Hardcover: 9781623960650, E-Book: 9781623960667

Abreu, G de (2012).: Cultural Diversity in Mathematics Education. In: Lerman S. (Ed.) Encyclopedia of Mathematics Education: SpringerReference. (www.springerreference.com). Springer-Verlag Berlin Heidelberg, 0. DOI: 10.1007/SpringerReference_313216 2012-10-12 09:48:53 UTC 

 Prokopiou, E.; Cline, T. & Abreu, G.de (2012) Rethinking ethnic minority young people’s participation in multiple sociocultural contexts and its impact on their cultural identities. In Hjorne, E., van der Aalsvoort, G. & Abreu, G. de (Editors) Learning, social interaction and diversity – Exploring identities in school practices. SENSE Publishers , p.p. 35-52.

Abreu, G. de & Hale, H. (2009). ‘Self’ and ‘other’ imposed withdrawing in social interactions at school: Portuguese students talk about their experiences in adjusting to schooling in Britain Cesar, M & Kumpulainen, K. (eds.) Social interactions in multicultural settings, (pp. 91-115). Sense publishers]http://www.sensepublishers.com/catalog/files/9789087907174PR.pdf

Abreu, G. de & Cline, T. (2008) Schooled mathematics and cultural knowledge. In Patricia Murphy and Robert McCormick (eds). Knowledge and practice: representations and identities (pp. 189-204) (Sage with the OU)

Abreu, G. de. (2008) ). From mathematics learning out-of-school to multicultural classrooms: A cultural psychology perspective. In L. English (Ed.), Handbook of International Research in Mathematics Education (2nd ed., pp. 352-384). Routledge: New York and London

Abreu, G. de (2007). Social valorisation of mathematical practices: the implications for learners in multicultural schools. In Nasir, N. & Cobb, P. (Eds.) Improving Access to Mathematics: Diversity and Equity in the Classroom. (pp. 118-131)Teachers College Press.

Lambert, H. & Abreu, H. (2004). Teachers' observations on good practice in working with Portuguese students. In Abreu, G. de, Cline, T. and Lambert, H. (Eds.) The Education of Portuguese Children in Britain: Insights from research and practice in England and overseas. (pp. 129- 153) Portuguese Education Department: London

Abreu, G. de, Silva, T. & Lambert, H. (2004). From crying to controlling: how Portuguese girls adapted to their secondary school in England. In Abreu, G. de, Cline, T. and Lambert, H. (Eds.) The Education of Portuguese Children in Britain: Insights from research and practice in England and overseas. (pp. 103-129) Portuguese Education Department: London

Abreu, G. de, Silva, T. & Lambert, H. (2004). Academic achievement of Portuguese children in British schools. In Abreu, G. de, Cline, T. and Lambert, H. (Eds.) The Education of Portuguese Children in Britain: Insights from research and practice in England and overseas. (pp. 23-49) Portuguese Education Department: London

Abreu, G. de (2003). El desarrollo de la identidad (es) culturales de estudiantes portugueses en esculeas de Inglaterra: algunas implicaciones para la formacion del professorado. In I. M. Gomez-Chacon (ed.). Identidad Europea: Individuo, Grupo, Sociedad. (pp. 207-223). Bilbao: University of Deusto.

Abreu, G. de (2003). The Development of Cultural Identity/ies of Portuguese Students in English Schools: Some Implications for Teacher Training. In I. M. Gomez-Chacon (ed.). European Identity: Individual, Group and Society. (pp. 205-221). Bilbao: University of Deusto.

Abreu, G. de (2002). Mathematics learning in out-of-school contexts: a cultural psychology perspective. In L. D. English (Ed.), Handbook of International Research in Mathematics Education: Directions for the 21st Century . pp. 323-353 Lawrence Erlbaum (USA).

Abreu, G. de (2002). La cultura del hogar y el aprendizage escolar de los ninos: una perspectiva de la psicologia cultural. In E. M. Benlloch (Ed.) .La educacion en ciencias: ideas para mejorar supractica”, Paidos, Spain: (ISBN 84-493-1172-1, Paidos 2002, pp. 115-137).

Abreu, G. de (2002). Towards a cultural psychology perspective on transitions between contexts of mathematical practices. In G. de Abreu, A. Bishop, & N. Presmeg (Eds.), Transitions between contexts of mathematical practices. (pp. 173-192) Dordrecht: Kluwer

Abreu, G. de, Cline, T., & Shamsi, T. (2002). Exploring ways parents participate in their children's school mathematical learning: case studies in a multi-ethnic primary school. In G. de Abreu, A. Bishop, & N. Presmeg (Eds.), Transitions between contexts of mathematical practices (pp.123-147). Dordrecht: Kluwer

Abreu, G. de, Bishop, A., & Presmeg, N. (2002). Mathematics learners in transition. In G. de Abreu, A. Bishop, & N. Presmeg (Eds.), Transitions between contexts of mathematical practices. (pp. 7-21). Dordrecht: Kluwer

Abreu, G. de, Bishop, A., & Presmeg, N. (2002). Editors' Prelude: Researching mathematics learning: the need for a new approach. In G. de Abreu, A. Bishop, & N. Presmeg (Eds.), Transitions between contexts of mathematical practices. (pp. 1-6). Dordrecht: Kluwer

Abreu, G. de, Bishop, A., & Presmeg, N. (2002). Editors' Postlude: The socio-cultural mediation of transition. In G. de Abreu, A. Bishop, & N. Presmeg (Eds.), Transitions between contexts of mathematical practices. (pp. 229-238). Dordrecht: Kluwer

Abreu, G. de (2000) Aprendizagem da matemática e construção de identidades: uma perspectiva socio-cultural. In J. F. Matos & E. Fernandes (Eds.) Investigação em Educação Matemática perspectivas e problemas (pp. 3-17). Associação dos Professores de Matematica. Portugal (ISBN 972-9053-871).

Abreu, G. de (2000). El papel del contexto en la resolución de problemas matemáticos. In N. Gorgorio, J. Deulofeu, & A. Bishop (Eds.), Matemáticas y Educatión: Retos y cambios desde una perspectiva internacional. Barcelona: GRAO ICE-UB. Coleccion Materiales para la Innovacion Educativa.

Abreu, G. de (1999). Learning mathematics in and outside school: two views on situated learning. In J. Bliss, P. Light & R. Saljo (Eds). Learning sites: social and technological resources for learning. (pp. 17-31). Oxford: Elsevier Science.

Abreu, G. de, Bishop, A. and Pompeu, G. (1997). What children and teachers count as mathematics. In T. Nunes & P. Bryant (Eds) Learning and teaching mathematics: an international perspective (pp.233-264). Hove, East Sussex: Psychology Press.

 

Journal Articles

 Watanabe, A., Nunes, T., & de Abreu, G. (2013). Japanese parents’ perception of disclosing the diagnosis of cancer to their children. Clinical Child Psychology and Psychiatry.

Prokopiou, E., Cline, T., & de Abreu, G. (2012). “Silent” monologues,“loud” dialogues and the emergence of hibernated I-positions in the negotiation of multivoiced cultural identities. Culture & Psychology, 18(4), 494-509.

 G. de Abreu & H. Hale, (2012) Conceptualizing teachers’ understand35g of the immigrant learner, International Journal of Educational Research (2012), http://dx.doi.org/10.1016/j.ijer.2012.09.004

 O'Dell, L., Crafter, S., Abreu, G. de, & Cline, T. (2012 ) The problem of interpretation in vignette methodology in research with young people. Qualitative Research. 1468794112439003

Cline, Tony , Crafter, Sarah , O'Dell, Lindsay & Abreu, Guida de (2011) 'Young people's representations of language brokering', Journal of Multilingual and Multicultural Development, 32: 3, 207 — 220 To link to this Article: DOI: 10.1080/01434632.2011.55890 URL: http://dx.doi.org/10.1080/01434632.2011.558901

Abreu, G. de & Hale, H. (2011) Trajectories of Cultural Identity Development of Young Immigrant People: The Impact of Family Practices. Psychological Studies   56(1):53–61 DOI 10.1007/s12646-011-0061-6 ( "Special Issue: Contemporary Perspectives on Self and Identity") URL: http://www.springerlink.com/content/j805476036755381/

 McMullen, R. & Abreu, G. de (2011) Mothers’ experiences of their children’s school mathematics at home: the impact of being a mother-teacher Research in Mathematics Education.13 (1) 59-74, DOI 10.1080/14794802.2011.550727 URL: http://www.tandfonline.com/doi/abs/10.1080/14794802.2011.550727

 Cline, T., Abreu, G. de, O’Dell, L & Crafter, S. (2010). Recent research on child language brokering in the United Kingdom. Special Issue on Child Language Brokering: Trends and Patterns in Current Research in MediAzioni Journal of Interdisciplinary Studies on Language and Cultures, Vol. 10, 105-124. URL: http://www.mediazioni.sitlec.unibo.it/index.php/no-10-special-issue-2010/173-recent-research-on-child-language-brokering-in-the-united-kingdom.html

Crafter, S., & Abreu, G. de (2010). Constructing Identities in Multicultural Learning Contexts. Mind, Culture, and Activity, 17(2), 102-118. URL: http://www.tandfonline.com/doi/abs/10.1080/10749030802707895

 Hale, H. C., & de Abreu, G. (2010) Drawing on the Notion of Symbolic Resources in Exploring the Development of Cultural Identities in Immigrant Transitions. Culture & Psychology, 16(3), 395 URL: http://cap.sagepub.com/content/16/3/395.abstract

 O'Dell, L. , Crafter, S. , de Abreu, G. and Cline, T.(2010) 'Constructing 'normal childhoods': young people talk about young carers', Disability & Society, 25: 6, 643 — 655 To link to this Article: DOI: 10.1080/09687599.2010.505734

URL: http://www.tandfonline.com/doi/abs/10.1080/09687599.2010.505734

 O'Sullivan Lago, R., & de Abreu, G. (2010). The dialogical self in a cultural contact zone: Exploring the perceived ‘cultural correction’function of schooling. Journal of Community & Applied Social Psychology, 20(4), 275-287.

URL: http://onlinelibrary.wiley.com/doi/10.1002/casp.1031/abstract

 O'Sullivan-Lago, R., & Abreu, G. de. (2010). Maintaining continuity in a cultural contact zone: Identification strategies in the dialogical self. Culture & Psychology, 16(1), 73-92. URL: http://cap.sagepub.com/content/16/1/73.refs

 Gorgorio, N. & Abreu, G. de (2009). Social representations mediating practices in multicultural mathematics classrooms. Educational Studies in Mathematics vol 72, no.1, pp. 61-76 URL: http://www.springerlink.com/content/3ut10436j1520jx6/

 Crafter, S., O'Dell, L., Abreu, G. de., & Cline, T. (2009). Young Peoples' Representations of 'Atypical' Work in English Society. Children & Society, 23(3), 176-188. URL: http://onlinelibrary.wiley.com/doi/10.1111/j.1099-0860.2008.00165.x/abstract

 Cline, Tony, Crafter, Sarah, Abreu, Guida, de & O’Dell, Lindsay (2009). Changing families, changing childhoods: changing schools?. Pastoral Care in Education, 27 (1), 29-39. http://www.informaworld.com/10.1080/02643940902731872

O'Sullivan-Lago, R., Abreu, G. de, & Burgess, M. (2008). "I am a human being like you": An Identification Strategy to Maintain Continuity in a Cultural Contact Zone. Human Development, 51(5-6), 349-367.

O'Sullivan-Lago, R., Abreu, G. de (2008). Going Back To Their Roots: Maintaining Continuity in the Dialogical Self through Signs. Psychology & Society, 1(1) 42-43. http://www.psychologyandsociety.ppsis.cam.ac.uk/__assets/__original/2008/10/OSullivan_Abreu.pdf

Abreu, G. de & Elbers, Ed. (2005) The social mediation of learning in multiethnic classrooms. European Journal of Psychology of Education, xx(1), 3-11.

O’Toole, S. & Abreu, G. de (2005). Parents' past experiences as a mediational tool for understanding their child’s current mathematical learning European Journal of Psychology of Education, xx(1), 75-90.

Abreu, G. de & Cline, T. (2005). Parents' representations of their children's mathematics learning in multiethnic primary schools. British Educational Research Journal, vol. 31, n.6, 697-722.

O'Dell, L.; Abreu, G. de & O'Toole, S. (2004). "The turn to culture". The Psychologist, v17 (3) pp. 138-141

Abreu, G. de and Cline, T. (Spring 2003). Schooled mathematics and cultural knowledge. Pedagogy, Culture and Society, vol 11, no.1, 11-30.

Abreu, Guida de (2003, March). Children's home culture and their school learning:A cultural psychology perspective. PsyPag Quarterly, Special Feature: The Role of Culture in Psychology. Available at http://www.psypag.co.uk/

Abreu, G. de (2001) School numeracy in relation to home cultures. In M. Askew and M. Brown (Eds). Numeracy: Teaching and Learning Primary Numeracy: Policy, Practice and Effectiveness. BERA Research Review Series. ISBN: 0 946671 12 5

Abreu, G. de (2000). Relationships between macro and micro socio-cultural contexts: implications for the study of interactions in the mathematics classroom. Educational Studies in Mathematics, 41 (1) pp.1-29 (ISSN 0013-1954).

Abreu, G. de (2000). O papel mediador da cultura na aprendizagem da matemática: a perspectiva de Vygotsky [The mediating role of culture in the learning of mathematics: the perspective of Vygotsky]. Educação, Sociedade e Culturas, 13, pp. 105-117. (ISSN 0872 - 7643)

Abreu, G. de and Cline, T. (1998). Studying social representations of mathematics learning in primary schools: work in progress. Papers on Social Representations, vol 7 (1-2) pp. 1-20.

Abreu, G. de (1998). Os relatos da actividade curricular na perspectiva da psicologia cultural [Accounts of classroom curricular activities analysed from the perspective of cultural psychology] Educacao , Sociedade e Culturas, 9, pp.184-189

Abreu, G. de (1998). Commentary - Mathematics learning in sociocultural contexts: the mediating role of social valorisation. Learning and Instruction. 8 (6) pp. 567-572.

Abreu, G. de (1997) Matematicas Campesinas. Accion Pedagogica, Vol. 6 (1-2), 53-58

Abreu, G. de (1996) Contextos socio-culturais e aprendizagem matematica pelas crianças [Socio-cultural contexts and children's mathematics learning]. Quadrante. Vol. 5, no.2, pp. 7- 22

Abreu, G. de (1995). Understanding how children experience the relationship between home and school mathematics. Mind, Culture and Activity: An International Journal, vol.2, n.2, 119-142.

Abreu, G. de (1995). A teoria das representacões sociais e a cognicao matematica [The social representations theory and the mathematical cognition]. Quadrante, vol.4, no.1, pp. 25-41.

Abreu, G. de (1995). A matematica na vida versus na escola: uma questão de cognicao situada ou de identidades sociais [Mathematics in everyday life versus school: a question of situated cognition or of social identities]. Psicologia: Teoria e Pesquisa, vol.11, no.2, pp. 85-93.

Abreu, G. de (1995). Vale a pena discutir e adoptar normas éticas no campo de pesquisa em educacao matematica? [Is it worth to discuss and adopt ethical norms in the field of research in mathematics education?] Quadrante, vol. 4, no.2, pp. 42-45 [Portuguese scientific journal in the field of Mathematics Education, special issue titled debate on ethics].

Abreu, G. de (1995). Mathematiques paysannes. La Recherche (special issue on numbers), 278 Juillet-Aout 1995 volume 26, pp. 800-802.

Abreu, G. de (1995). Matematicas rurales. Mundo Cientifico, no. 161 - Octubre 1995, pp. 880 - 882 

Bishop, A. and Abreu, G. de (1991). Children's use of outside-school knowledge to solve mathematics problems in-school. in Revista Portuguesa de Educacao , 4 (3), 23-30).

Abreu, G. de (1991). Psicologia no trabalho, um enfoque cognitivo: o uso da matematica por agricultores de cana-de-acucar. Psicologia: Teoria e Pesquisa, Brasília, vol.7, no.2, pp. 163-177.


Conference Proceedings

Newton, R. and Abreu, G de. (2012) Parents as mathematical facilitators: analysing goals in parent-child mathematical activity. In F. J. Diez-Palomar and C. Kanes (Eds.) Family and the community in and out of the classroom: ways to improve mathematics achievement. Universitat Autonoma de Barcelona, Servei de Publicacions. http://mathforlive.net/documents/abstract_richard.pdf

 Crafter, Sarah and de Abreu, Guida (2011). Teachers discussions about parental use of implicit and explicit mathematics in the home. In: Seventh Conference of the European Society for Research in Mathematics Education, 9-11 February 2011, Rzeszow, Poland. (Unpublished) http://www.cerme7.univ.rzeszow.pl/WG/10/CERME7_WG10_Crafter.pdf

Newton, R. and Abreu, G de. (2011) Parent-child interactions on primary school-related mathematics. Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education, University of Rzeszów, Poland, 9-13 February 2011. http://www.cerme7.univ.rzeszow.pl/WG/10/CERME7_WG10_Newton.pdf

McMullen, R. & Abreu, G. de (2009) Parents' experiences as mediators of their children's learning: the impact of being a parent-teacher. Cerme 6, Lyon, France, January 2009

Abreu, G. de & Gorgorio, N. (2007) Social representations and multicultural mathematics teaching and learning. Cerme 5, Larnaca, Cyprus, 22-26 Feb 2007 http://ermeweb.free.fr/CERME5b/WG10.pdf (pp.1559-1566)

Cesar, M. Abreu, G.de, Gorgorio, N. (2007) Researching diversity in mathematics education. http://ermeweb.free.fr/CERME4/CERME4_WG10.pdf (pp. 1551-1558)

Abreu, G., César, M., Gorgorió, N. & Valero, P. (2005)Issues and challenges in researching mathematics education in multicultural settings http://ermeweb.free.fr/CERME4/CERME4_WG10.pdf (pp.1125-1130)

Abreu, G. de (2005). Cultural identities in the multiethnic mathematical classroom. Cerme 4 - Fourth Conference Of The European Society For Research In Mathematics Education. http://ermeweb.free.fr/CERME4/CERME4_WG10.pdf (pp. 1131-1140)

Estrela, M. A. & Abreu, G. de (2003). Mulheres emigrantes portuguesas em Inglaterra: algumas histórias de vida. Proceedings of the First International Conference "The voice and choice of Portuguese Immigrant Women”, University of Toronto, Department of Portuguese, Canada pp. 171-177, available at http://ceris.metropolis.net/Virtual%20Library/community/Voice%20and%20Choice%20of%20Portuguese%20Immigrant%20Women.pdf

Cline, T. & Abreu, G. de (2005) Minority ethnic pupils in mainly white schools: what it means to be "bilingual". 4th International Symposium on Bilingualism http://isb4.asu.edu/ held from April 30 to May 3, 2003, at Arizona State University. ISB4: Proceedings of the 4th International Symposium on Bilingualism edited by James Cohen, Kara T. McAlister, Kellie Rolstad, and Jeff MacSwan (pp. 542-551), Cascadilla Press CD-ROM

O'Toole, S. & Abreu, G. de (2003) "Investigating parents' explicit and implicit home numeracy practices in multiethnic contexts" paper accepted for presentation at Cerme 3 - Third Conference Of The European Society For Research In Mathematics Education. http://www.dm.unipi.it/~didattica/CERME3/WG10/TG10-list.html (CD-ROM)

Abreu, G. de (2000) Comentario: Pratica docente e cidadania. In J. F. Matos & E. Fernandes (Eds.) Investigação em Educação Matemática perspectivas e problemas (pp. 93-102). Associação dos Professores de Matematica. Portugal (ISBN 972-9053-871).

Abreu, G. de (2000). "Praticas socio-culturais e aprendizagem da matemática: a necessidade de estudar as transições" [Socio-cultural practices and mathematics learning: the need to study the transitions]. E. Fernandes & J. F. Matos (eds.) Profmat2000-Actas (pp.23-40) (Encontro Nacional dos Professores de Matemática, Funchal, Madeira, Portugal

Abreu, G. de, Bishop. A., Presmeg, N. (2000) Transitions between context of mathematical practice. In A. Ahmed, H. Williams & J. M. Kraemer (eds.). Cultural Diversity in Mathematics Education: CIEAEM 51 (pp. 377-384). Chichester: Horwood Publishing

Abreu, G. de (1998). Relationships between macro and micro socio-cultural contexts: implications for the study of interactions in the mathematics classroom. In P. Abrantes, J. Porfírio & Mário Baia (eds.) Proceedings of the CIEAEM 49, (pp. 15-26). (International Commission for the Study and Improvement of Mathematics Education): Setúbal -Portugal: Escola Superior de Educacao de Setúbal.

Abreu, G. de (1998) Reflecting on mathematics in and out of school from a cultural psychology perspective. In A. Olivier and K. Newstead, Proceedings of PME 22 - The International Group for the Psychology of Mathematics Education (pp. 115-130). Vol1. Faculty of Education, Stellenbosh, South Africa. (ISSN 0771-100X).

Abreu, G. de (1996). A aprendizagem da matematica enquanto um processo de construcao de identidades sociais. Profmat96-Actas, pp.107-121 (Encontro Nacional dos Professores de Matemática, Almada, 6-9 de Novembro, 1996 (ISBN: 972-9053-63-4).

Abreu, G. de, Bishop, A. and Pompeu, G. (1992). Approaches into cultural conflicts in mathematics learning, in W. Geeslin and K. Graham (eds.) Proceedings of the Sixteenth International Conference for the Psychology of Mathematics Education, Durham: NH - USA, pp. 25-32.

Bishop, A. and Abreu, G. de (1991). Children's use of outside-school knowledge to solve mathematics problems in-school, Proceedings of XV International Conference for the Psychology of Mathematics Education, vol.1, Italy, pp. 128

Abreu, G. de and Carraher, D. (1989). The mathematics of Brazilian sugar-cane farmers, in C. Keitel; P. Damerow; A. Bishop & P. Gerdes (eds.) Mathematics, Education, and Society. UNESCO, Paris, pp. 68-70.

Publications from RADAR

  • Ferguson, J, de Abreu, G (2016) What is the lived experience for people with Leber Hereditary Optic Neuropathy?. British Journal of Visual Impairment, 34 (2). pp. 109-120. [summary page]
  • Crafter, S, de Abreu, G, Cline, T, O'Dell, L (2015) Using vignette methodology as a tool for exploring cultural identity positions of language brokers. Journal of Constructivist Psychology, 28 (3). pp. 83-96. [summary page]
  • Nurmsoo, E, Einav, S, Hood, B (2012) Best friends: children use mutual gaze to identify friendships in others. Developmental Science, 15 (3). pp. 417-425. [summary page]
  • Cline, T, Crafter, S, O'Dell, L, de Abreu, G (2011) Young people's representations of language brokering. Journal of Multilingual and Multicultural Development, 32 (3). pp. 207-220. [summary page]
  • Cline, T, de Abreu, G, O'Dell, L, Crafter, S (2010) Recent research on child language brokering in the United Kingdom. MediAzioni - Journal of interdisciplinary studies on language and cultures: Special issue, 10 pp. 105-124. [summary page]
  • Crafter, S, de Abreu, G (2010) Constructing Identities in Multicultural Learning Contexts. Mind Culture and Activity, 17 (2). pp. 102-118. [summary page]
  • Crafter, S, de Abreu, G (2010) Constructing identities in multicultural learning contexts. Mind, culture, and activity, 17 (2). pp. 102-118. [summary page]
  • Einav, S, Robinson, E (2010) Children's sensitivity to error magnitude when evaluating informants. Cognitive Develpoment, 25 (3). pp. 218-232. [summary page]
  • Hale, H, de Abreu, G (2010) Drawing on the Notion of Symbolic Resources in Exploring the Development of Cultural Identities in Immigrant Transitions. Culture and Psychology, 16 (3). pp. 395-415. [summary page]
  • Hale, H, de Abreu, G (2010) Drawing on the Notion of Symbolic Resources in Exploring the Development of Cultural Identities in Immigrant Transitions. Culture and Psychology, 16 (3). pp. 395-415. [summary page]
  • Hale, H, de Abreu, G (2010) Drawing on the notion of symbolic resources in exploring the development of cultural Identities in immigrant transitions. Culture & Psychology, 16 (3). pp. 395-415. [summary page]
  • O'Dell, L, Crafter, S, de Abreu, G, Cline, T (2010) Constructing ‘normal childhoods’: Young people talk about young carers. Disability & Society, 25 (6). pp. 643-655. [summary page]
  • O'Dell, L, Crafter, S, de Abreu, G, Cline, T (2010) Disability & Society. Disability & Society, 25 (6). pp. 643-655. [summary page]
  • O'Sullivan-Lago, R, de Abreu, G (2010) Maintaining Continuity in a Cultural Contact Zone: Identification Strategies in the Dialogical Self. Culture & Psychology, 16 (1). pp. 73-92. [summary page]
  • O'Sullivan-Lago, R, de Abreu, G (2010) Maintaining Continuity in a Cultural Contact Zone: Identification Strategies in the Dialogical Self. Culture and Psychology, 16 (1). pp. 73-92. [summary page]
  • O'Sullivan-Lago, R, de Abreu, G (2010) Maintaining continuity in a cultural contact zone: Identification strategies in the dialogical self. Culture & psychology, 16 (1). pp. 73-92. [summary page]
  • O'Sullivan-Lago, R, de Abreu, G (2010) The Dialogical Self in a Cultural Contact Zone: Exploring the Perceived 'Cultural Correction' Function of Schooling. Journal of Community & Applied Social Psychology, 20 (4). pp. 275-287. [summary page]
  • Cline, T, Crafter, S, de Abreu, G (2009) Changing families, changing childhoods: changing schools?. Pastoral care in education, 27 (1). pp. 29-39 . [summary page]
  • Crafter, S, O'Dell, L, de Abreu, G (2009) Young peoples' representations of 'atypical' work in English society. Children & society, 23 (3). pp. 176-188. [summary page]
  • Gorgorio, N, de Abreu, G (2009) Social representations as mediators of practice in mathematics classrooms with immigrant students. Educational Studies in Mathematics, 72 (1). pp. 61-76. [summary page]
  • Gorgorio, N, de Abreu, G (2009) Social representations mediating practices in multicultural mathematics classrooms. Educational studies in mathematics, 72 (1). pp. 61-76. [summary page]
  • Gorgorió, N, de Abreu, G (2008) Social representations as mediators of practice in mathematics classrooms with immigrant students. EDUCATIONAL STUDIES IN MATHEMATICS, 72 (1). pp. 61-76. [summary page]
  • O'Sullivan-Lago, R, de Abreu, G (2008) Going back to their roots: Maintaining continuity in the dialogical self through signs. Psychology & Society, 1 (1). pp. 42-53. [summary page]
  • O’Sullivan-Lago, R, de Abreu, G, Burgess, M (2008) ‘I Am a Human Being like You’: An Identification Strategy to Maintain Continuity in a Cultural Contact Zone. Human Development, 51 (5). pp. 349-367. [summary page]
  • de Abreu, G, Cline, T (2008) Schooled mathematics and cultural knowledge. Knowledge and practice: representations and identities [summary page]
  • Clide, T, Crafter, S, de Abreu, G, O'Dell, L (0) Child language brokers’ representations of parent-child relationships. Non-professional interpreting and translating: State of the art and future of en emerging field of research [summary page]
  • Crafter, S, Cline, T, de Abreu, G, O'Dell, L (0) Young peoples’ reflections on what teachers think about family obligations that conflict with school: A focus on the non-normative roles of young caring and language brokering. Childhood [summary page]
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