Citations (38)
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Nicholas C. Johnson, Megan L. Franke, Noreen M. Webb, Marsha Ing, Eric Burnheimer & Joy Zimmerman. (2023) “What Do You Think She’s Going to Do Next?” Irresolution and Ambiguity as Resources for Collective Engagement. Cognition and Instruction 41:3, pages 348-380.
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Frederick Peck. (2021) Towards Anti-Deficit Education in Undergraduate Mathematics Education: How Deficit Perspectives Work to Structure Inequality and What Can Be Done About It. PRIMUS 31:9, pages 940-961.
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Tesha Sengupta-Irving, Jessica Tunney & Meghan Macias. (2021) Stories of Garlic, Butter, and Ceviche: Racial-Ideological Micro-Contestation and Microaggressions in Secondary STEM Professional Development. Cognition and Instruction 39:1, pages 65-84.
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Tracy E. Dobie. (2019) Expanding conceptions of utility: middle school students’ perspectives on the usefulness of mathematics. Mathematical Thinking and Learning 21:1, pages 28-53.
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Yasmin Sitabkhan. (2015) “¡Chalinas a 20 Pesos!”: Children’s Economic Ideas Developed Through Selling. Mind, Culture, and Activity 22:3, pages 269-279.
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Geoffrey B. Saxe. (2015) Studying culture-cognition relations in collective practices of daily life: a research framework / El estudio de las relaciones cultura-cognición en las prácticas colectivas cotidianas: un modelo de investigación. Journal for the Study of Education and Development 38:3, pages 473-508.
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Darrell Earnest. (2015) From Number Lines to Graphs in the Coordinate Plane: Investigating Problem Solving Across Mathematical Representations. Cognition and Instruction 33:1, pages 46-87.
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Jahneille Cunningham & Kimberley Gomez. (2021) Situating race: the case for examining Black children’s informal mathematics learning outside of schools. Information and Learning Sciences 122:1/2, pages 103-118.
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Victor R. Lee. (2019) Conceptual Dynamics of Student Reasoning during Interviews Involving Discrepant Embodied Experiences. Journal for STEM Education Research 2:2, pages 172-200.
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Lynn Liao Hodge & Paul Cobb. (2016) Two Views of Culture and Their Implications for Mathematics Teaching and Learning. Urban Education 54:6, pages 860-884.
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Maisie L. Gholson & Danny B. Martin. (2019) Blackgirl face: racialized and gendered performativity in mathematical contexts. ZDM 51:3, pages 391-404.
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Frederick Peck. (2018) Rejecting Platonism: Recovering Humanity in Mathematics Education. Education Sciences 8:2, pages 43.
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Miwa Aoki Takeuchi. (2017) Power and identity in immigrant parents’ involvement in early years mathematics learning. Educational Studies in Mathematics 97:1, pages 39-53.
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Amy Noelle Parks & Mardi Schmeichel. (2012) Obstacles to Addressing Race and Ethnicity in the Mathematics Education Literature. Journal for Research in Mathematics Education 43:3, pages 238-252.
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Kara Jackson & Jonee Wilson. (2012) Supporting African American Students’ Learning of Mathematics. Urban Education 47:2, pages 354-398.
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Na’ilah Suad Nasir, Cyndy R. Snyder, Niral Shah & Kihana Miraya Ross. (2012) Racial Storylines and Implications for Learning. Human Development 55:5-6, pages 285-301.
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Victoria M. Hand. (2017) The Co-Construction of Opposition in a Low-Track Mathematics Classroom. American Educational Research Journal 47:1, pages 97-132.
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