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Josefine M. Pettersen & Constantinos Xenofontos. (2023) The construction of mathematical identities among early adolescents. Cogent Education 10:1.
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Richard Carlos L. Velasco. (2023) Constant Critical Reflexivity: Engaging in an Archaeology of Self to Promote Racial Literacy in a Math Teacher Education Program. The Educational Forum 87:3, pages 177-191.
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Kari Kokka. (2023) Healing-Centered Educator Activism in Mathematics Actualized by Women of Color Mathematics Teacher Activists. Equity & Excellence in Education 56:1-2, pages 172-189.
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Juan C. Garibay. (2022) Latinx STEM Students’ Values toward Conducting Research for Social Change: Examining STEM Educational Experiences, HSIs, and Moderating Effects. Journal of Latinos and Education 0:0, pages 1-19.
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Jessica Kansman, Makenzie E. Mabry, Aaron Morrison, Stephanie Rosbach & Marcelle A. Siegel. (2022) Intentionally Addressing Equity in the Classroom: An Initial Look at Inclusive Practices in Major and Nonmajor Courses in Biology and Geology. Journal of College Science Teaching 52:2, pages 3-5.
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Siddhi Desai, Farshid Safi, Sarah B. Bush, Trena Wilkerson, Janet Andreasen & Daniel Clark Orey. (2022) Ethnomodeling: Extending Mathematical Modeling Research in Teacher Education. Investigations in Mathematics Learning 14:4, pages 305-319.
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José Martínez Hinestroza, Juanita M. Silva & Luz A. Maldonado Rodríguez. (2022) Attending to others’ mathematical ideas: a semiotic alternative to logocentrism in bilingual classrooms. International Journal of Qualitative Studies in Education 0:0, pages 1-18.
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Richard Kitchen. (2022) The power of their ideas: leveraging teachers’ mathematical ideas in professional development. International Journal of Mathematical Education in Science and Technology 53:7, pages 1835-1858.
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Robert Q. Berry$suffix/text()$suffix/text(). (2021) 2021 Founders Lecture: Examining Mathematics Education Reforms’ Impact on Historically Excluded Learners. Investigations in Mathematics Learning 13:3, pages 153-166.
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Hollie A. Kulago, Wayne Wapeemukwa, Paul J. Guernsey & Matthew Black. (2021) Land, Water, Mathematics, and Relationships: What Does Creating Decolonizing and Indigenous Curricula Ask of Us?. Educational Studies 57:3, pages 345-363.
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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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Constantinos Xenofontos, Sally Fraser, Andrea Priestley & Mark Priestley. (2021) Mathematics teachers and social justice: a systematic review of empirical studies. Oxford Review of Education 47:2, pages 135-151.
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Eva Thanheiser & Amanda Sugimoto. (2020) Mathematics to Understand and Critique the World: Reconceiving Mathematics in a Mathematics Content Course for Elementary School Teachers. Investigations in Mathematics Learning 12:3, pages 179-193.
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Niral Shah, Julie A. Christensen, Nickolaus A. Ortiz, Ai-Khanh Nguyen, Sunghwan Byun, David Stroupe & Daniel L. Reinholz. (2020) Racial hierarchy and masculine space: Participatory in/equity in computational physics classrooms. Computer Science Education 30:3, pages 254-278.
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Sarah A. Roberts. (2020) Important for All: Positioning English Language Learners in Mathematics Professional Development. The Teacher Educator 55:1, pages 107-128.
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Danny Bernard Martin. (2019) Equity, inclusion, and antiblackness in mathematics education. Race Ethnicity and Education 22:4, pages 459-478.
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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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Ernest Ampadu & Albert Danso. (2018) Constructivism in Mathematics Classrooms: Listening to Ghanaian Teachers’ and Students’ Views. Africa Education Review 15:3, pages 49-71.
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Gail Tang, Houssein El Turkey, Emily Cilli-Turner, Milos Savic, Gulden Karakok & David Plaxco. (2017) Inquiry as an entry point to equity in the classroom. International Journal of Mathematical Education in Science and Technology 48:sup1, pages S4-S15.
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Madalina F. Tanase & Thomas A. Lucey. (2017) Pre-service teachers’ awareness of interdisciplinary connections: Mathematics, financial literacy, and social justice issues. Investigations in Mathematics Learning 9:1, pages 2-18.
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Jasmine Y. Ma. (2016) Designing Disruptions for Productive Hybridity: The Case of Walking Scale Geometry. Journal of the Learning Sciences 25:3, pages 335-371.
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Kat Rands. (2013) Supporting Transgender and Gender-Nonconforming Youth Through Teaching Mathematics for Social Justice. Journal of LGBT Youth 10:1-2, pages 106-126.
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Jo Boaler, Lori Altendorff & Geoff Kent. (2011) Mathematics and science inequalities in the United Kingdom: when elitism, sexism and culture collide. Oxford Review of Education 37:4, pages 457-484.
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Amy Noelle Parks. (2011) Diversity of practice within one mathematics classroom. Pedagogies: An International Journal 6:3, pages 216-233.
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MaryQ. Foote & Rachel Lambert. (2011) I Have a Solution to Share: Learning Through Equitable Participation in a Mathematics Classroom. Canadian Journal of Science, Mathematics and Technology Education 11:3, pages 247-260.
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Fatma Aslan Tutak, Elizabeth Bondy & Thomasenia L. Adams. (2011) Critical pedagogy for critical mathematics education. International Journal of Mathematical Education in Science and Technology 42:1, pages 65-74.
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ErinE. Turner, Maura Varley Gutiérrez, Ksenija Simic-Muller & Javier Díez-Palomar. (2009) “Everything is Math in the Whole World”: Integrating Critical and Community Knowledge in Authentic Mathematical Investigations with Elementary Latina/o Students. Mathematical Thinking and Learning 11:3, pages 136-157.
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Mamokgethi Setati, Nancy Chitera & Anthony Essien. (2009) Research on multilingualism in mathematics education in South Africa: 2000–2007. African Journal of Research in Mathematics, Science and Technology Education 13:sup1, pages 65-80.
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Jo Boaler. (2008) Promoting ‘relational equity’ and high mathematics achievement through an innovative mixed‐ability approach. British Educational Research Journal 34:2, pages 167-194.
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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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Jo Boaler. (2002) Paying the Price for "Sugar and Spice": Shifting the Analytical Lens in Equity Research. Mathematical Thinking and Learning 4:2-3, pages 127-144.
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Sarah Theule Lubienski. (2002) Research, Reform, and Equity in U.S. Mathematics Education. Mathematical Thinking and Learning 4:2-3, pages 103-125.
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