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Theory Into Practice Volume 58, 2019 - Issue 4: Toward a Transformative Justice Teacher Education Agenda
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Articles

Restoring Mathematics Identities of Black Learners: A Curricular Approach

Maisie L. GholsonCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-6035-8379View further author information
ORCID Icon &
Darrius D. RobinsonView further author information
Pages 347-358 | Published online: 31 Jul 2019

Citations (10)

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Read on this site (4)

Jennifer D. Turner. (2022) We See the Stars: Young Black Girls’ Creative Imaginings of Intersectional STEM Futures through Art. The Educational Forum 86:4, pages 396-407.
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Maisha T. Winn. (2021) Futures Matter: Creating Just Futures in This Age of Hyper-incarceration. Peabody Journal of Education 96:5, pages 527-539.
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Cathery Yeh, Paulo Tan & Daniel L. Reinholz. (2021) Rightful Presence in Times of Crisis and Uprisings: A Call for Disobedience. Equity & Excellence in Education 54:2, pages 196-209.
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Teresa K. Dunleavy, Alison S. Marzocchi & Maisie L. Gholson. (2021) Teacher Candidates’ Silhouettes: Supporting Mathematics Teacher Identity Development in Secondary Mathematics Methods Courses. Investigations in Mathematics Learning 13:1, pages 43-58.
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Articles from other publishers (6)

Ayşe Yolcu & Kathryn L. Kirchgasler. (2024) Social (justice) mathematics: racializing effects of ordering pedagogies and their inherited regimes of truth. Educational Studies in Mathematics.
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Mollee Shultz, Eleanor Close, Jayson Nissen & Ben Van Dusen. (2023) Enacting Culturally Relevant Pedagogy when “Mathematics Has No Color”: Epistemological Contradictions. International Journal of Research in Undergraduate Mathematics Education.
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Maisha T. Winn. (2023) Restorative Justice, Civic Education, and Transformative Possibilities. The ANNALS of the American Academy of Political and Social Science 705:1, pages 156-171.
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Tate LeBlanc & Aerika Brittian Loyd. (2022) Freedom dreaming to STEM: A conceptual model for Black youth’s racial and STEM identity development through social media. Frontiers in Psychology 13.
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Rebecca D. Cox & Lindsey E. Malcom-Piqueux. (2022) EQUITY-MINDEDNESS IN DEVELOPMENTAL MATH: AN ANALYSIS OF CURRICULAR ARTIFACTS. Journal of Women and Minorities in Science and Engineering 28:6, pages 57-80.
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Natasha N. Ramsay‐Jordan, Andrea D. Kiel & Akua Appiagyei. (2021) Racial identity in mathematics education. School Science and Mathematics 122:1, pages 1-3.
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