Citations (42)
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Read on this site (12)
Nan Wu & Jian Wang. (2022) Mathematics teaching and student algebra and geometry performances in Hong Kong, Chinese Taipei, and US. Educational Studies 0:0, pages 1-17.
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Charles Munter & Cara Haines. (2019) Mathematics teachers’ enactment of cognitively demanding tasks and students’ perception of racial differences in opportunity. Mathematical Thinking and Learning 21:3, pages 155-177.
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Cindy Jong. (2016) Linking reform-oriented experiences to teacher identity: The case of an elementary mathematics teacher. The Journal of Educational Research 109:3, pages 296-310.
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Diane Harris & Julian Williams. (2012) The association of classroom interactions, year group and social class. British Educational Research Journal 38:3, pages 373-397.
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JenniferM. Langer-Osuna. (2011) How Brianna Became Bossy and Kofi Came Out Smart: Understanding the Trajectories of Identity and Engagement for Two Group Leaders in a Project-Based Mathematics Classroom. Canadian Journal of Science, Mathematics and Technology Education 11:3, pages 207-225.
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Candice
L. Ridlon. (2009) Learning Mathematics via a Problem-Centered Approach: A Two-Year Study. Mathematical Thinking and Learning 11:4, pages 188-225.
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Jae
Hoon Lim. (2008) The road not taken: two African‐American girls’ experiences with school mathematics. Race Ethnicity and Education 11:3, pages 303-317.
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Jae
Hoon Lim. (2008) Double Jeopardy: The Compounding Effects of Class and Race in School Mathematics. Equity & Excellence in Education 41:1, pages 81-97.
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Danny Bernard Martin. (2006) Mathematics Learning and Participation as Racialized Forms of Experience: African American Parents Speak on the Struggle for Mathematics Literacy. Mathematical Thinking and Learning 8:3, pages 197-229.
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ROBYN ZEVENBERGEN
, JUDITH MOUSLEY & PETER SULLIVAN. (2004) Making the pedagogic relay inclusive for indigenous Australian students in mathematics classrooms. International Journal of Inclusive Education 8:4, pages 391-405.
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Paul Cobb & Lynn Liao Hodge. (2002) A Relational Perspective on Issues of Cultural Diversity and Equity as They Play Out in the Mathematics Classroom. Mathematical Thinking and Learning 4:2-3, pages 249-284.
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Na'ilah Suad Nasir & Paul Cobb. (2002) Diversity, Equity, and Mathematical Learning. Mathematical Thinking and Learning 4:2-3, pages 91-102.
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Articles from other publishers (30)
Jennifer L. Ruef & Reid Shepard. (2022) Relational equity: Adapting an elementary mathematics teaching methods course to online contexts. International Electronic Journal of Mathematics Education 17:4, pages em0699.
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Kathleen Melhuish, Eva Thanheiser, Alexander White, Brenda Rosencrans, J. Michael Shaughnessy, Linda Foreman, Andrew Riffel & Layla Guyot. (2022) The Efficacy of Research-Based “Mathematics for All” Professional Development. Journal for Research in Mathematics Education 53:4, pages 307-333.
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Jennifer L. Ruef, C. James Willingham & Madeline R. Ahearn. (2022) Math and Equity in the Time of COVID: Teaching Challenges and Successes. International Electronic Journal of Mathematics Education 17:2, pages em0681.
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Robyn Ruttenberg-Rozen & Brenda Jacobs. 2022. Enabling Mathematics Learning of Struggling Students. Enabling Mathematics Learning of Struggling Students
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Yvette Solomon, Susan Hough & Stephen Gough. (2020) The role of appropriation in guided reinvention: establishing and preserving devolved authority with low-attaining students. Educational Studies in Mathematics 106:2, pages 171-188.
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Ji-Eun Lee, Jinho Kim, Sangmee Kim & Woong Lim. (2018) How to envision equitable mathematics instruction: Views of U.S. and Korean preservice teachers. Teaching and Teacher Education 69, pages 275-288.
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Nikola Leufer & Nina Bohlmann. 2018. Inside the Mathematics Class. Inside the Mathematics Class
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Linda Gann, Emily P. Bonner & Christine Moseley. (2016)
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Development and Validation of the Mathematics Teachers' Beliefs About
E
nglish
L
anguage
L
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MTBELL
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Stephen Hwang, Jinfa Cai, Jeffrey Shih, John C. Moyer, Ning Wang & Bikai Nie. 2015. Large-Scale Studies in Mathematics Education. Large-Scale Studies in Mathematics Education
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Alexandre Pais. 2012. Opening the Cage. Opening the Cage
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Indigo Esmonde. (2017) Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning. Review of Educational Research 79:2, pages 1008-1043.
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Uwe Gellert. (2013) Zur Explizierung strukturierender Prinzipien mathematischer Unterrichtspraxis. Journal für Mathematik-Didaktik 30:2, pages 121-146.
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Jae Hoon Lim. (2008) Adolescent girls’ construction of moral discourses and appropriation of primary identity in a mathematics classroom. ZDM 40:4, pages 617-631.
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Margaret Walshaw & Glenda Anthony. (2017) The Teacher’s Role in Classroom Discourse: A Review of Recent Research Into Mathematics Classrooms. Review of Educational Research 78:3, pages 516-551.
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Lynn Hodge. (2017) Student roles and mathematical competence in two contrasting elementary classes. Mathematics Education Research Journal 20:1, pages 32-51.
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Na’ilah Suad Nasir, Victoria Hand & Edd V. Taylor. (2008) Culture and Mathematics in School: Boundaries Between “Cultural” and “Domain” Knowledge in the Mathematics Classroom and Beyond. Review of Research in Education 32:1, pages 187-240.
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Marguerite Maher. (2007) Home-School Partnership within Mathematics Intervention. Australasian Journal of Early Childhood 32:3, pages 48-58.
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Lynn Liao Hodge. (2006) An Orientation on the Mathematics Classroom that Emphasizes Power and Identity: Reflecting on Equity Research. The Urban Review 38:5, pages 373-385.
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