Linked by sociocultural theory and explored through an ethnographic lens, my research
addresses 1) the impact of students' literacy development on their mathematical understandings,
and 2) the ways unique learning opportunities are adopted and adapted discursively
and interactionally by students and their teacher.
Skinner, K. (2015). Acts of thinking: At school, but not during school. Mind, Culture, and Activity:
An International Journal, 22(4), 348-363. doi:10.1080/10749039.2015.1091701
Nelson, N., Barrera, E. S., IV., Skinner, K., & Fuentes, A. M. (2014). Language, culture, and border lives: Mestizaje as positionality.
Cultura y Educación: Revista de Teoría, Investigación, y Práctica/Culture and Education:
Journal of Theory, Investigation, and Practice, 26, 1-41. doi:10.1080/11356405.2014.98121
Skinner, K. (2013, Fall). Text selection for read-alouds: The influence of topic in children's
discussions of literary texts. e-Journal of Balanced Reading Instruction, 1(2), 40-46.
Pearce, D., Bruun, F., Skinner, K., & Lopez-Mohler, C. (2013). What teachers say about student difficulties solving
mathematical word problems in grades 2-5. International Electronic Journal of Mathematics
Education, 8(1), 3-19.
Griffith, B., & Skinner, K. (2014). Expansive notions of coherence and complexity in education. In A. Ambrose,
B. Sriraman, & K. M. Pierce (Eds.), A critique of creativity and complexity: Deconstructing
clichés (pp. 185-198). Rotterdam, NL: Sense.
Skinner, K., & Griffith, B. (2013). Reformulating relationships between teaching and learning.
In B. Griffith & D. J. Loveless (Eds.), The interdependence of teaching and learning
(pp. 35-48). Charlotte, NC: Information Age Publishing.
