Research interests: I am interested in the relationship between cognitive development and culture, specifically in the area of mathematical and economic understandings. My current research focuses on the development of economic understandings around exchange among young sellers in Oaxaca, Mexico, and the ways these understandings can be linked to their everyday lives. I've also conducted research in Mumbai, India, investigating the mathematical strategies of young children selling items on trains. I'm interested in ways to provide a quality primary education for all children, especially children living in poverty that do not have access to quality schooling.
Areas of specialization: cognitive development and culture, early mathematics, sociocultural theories of learning mathematics, informal learning environments, building links between informal and formal learning
About me: Before coming to Berkeley, I spent 2 years in Oaxaca, Mexico, teaching in a bilingual preschool. I then returned to Los Angeles, where I began working as a kindergarten teacher in the Los Angeles Unified School District and obtaining my elementary certification simultaneously. In 2004, I moved into the role of founding teacher at the Accelerated Charter Elementary School (ACES) in South Los Angeles, where I had the unique opportunity to establish and manage a small school. I am co-creator of the school philosophy and policies, including curriculum development. ACES is a dual language immersion, multi-age school that is working to integrate the Reggio Emilia philosophy on early childhood into the elementary school curriculum. I left ACES to begin the PhD program at UC Berkeley in 2006.I enjoy traveling both near and far, gardening, camping, and cooking.
- Gearhart, M., Saxe, G. B., Shaughnessy, M. M., Haldar, L., Earnest, D., & Sitabkhan, Y. (2009, April). Integers on the number line: Students’ understanding of linear unit. Poster presented at the research pre-session of the 2009 NCTM Annual Meeting and Exposition of the National Council of Teachers of Mathematics, Washington, DC.
- Saxe, G. B., Shaughnessy, M. M., Earnest, D., Cremer, S., Platas, L. M., Sitabkhan, Y., & Young, A. (2007, October). Fractions on the number line: The travel of ideas. Short orals accepted for presentation at theTwenty Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Reno, NV.
- Sitabkhan, Y. (2008, March).Development of mathematical understandings among young street vendors in Mumbai, India: A case study. Poster presentation at the Annual Meeting of the American Educational Research Association, New York, NY.
- Sitabkhan, Y. (2008, April). Child vendors on the trains in Mumbai, India: A comparative case study. Poster presentation at the Research Presession of the Annual Meeting of the National Council for Teachers of Mathematics, Salt Lake City, UT.
- Sitabkhan, Y. (2009, January). The use of convenient values among young train vendors in Mumbai, India. Poster presentation and paper submitted at the Episteme 3Conference, Mumbai, India.
- Sitabkhan, Y. (2010, June). The development of mathematical understandings among young train yendors. Poster presentation at the Institute of Education Sciences Research Confernece, Washington D.C.
- Saxe, G.B., Gearhart, M., Shaughnessy, M.M., Earnest, D., Cremer, S., Sitabkhan, Y., Platas, L.M., & Young, A. (in press). A Methodological Framework and Empirical Techniques for Studying the Travel of Ideas in Classroom Communities. In B. Schwartz, T. Dreyfus, & R. Hershkowitz (Eds.), Transformation of knowledge in classroom interaction. Elsevier: Amsterdam.
- Saxe, G.B., Earnest, D., Sitabkhan, Y., Haldar, L., Lewis, K., & Zheng, Y. (in press). Supporting generative thinking on the integer number line. Cognition & Instruction, 28(04).