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Samantha A. Marshall & Amelia Q. Rivera. (2023) More than Multilingual: Investigating Teachers’ Learning to Support Multilingual Students through an Intersectional Lens. The Educational Forum 0:0, pages 1-15.
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Anthony Fernandes. (2023) Understanding mathematics preservice teachers’ beliefs about English learners using the Mathematics Education for English Learners Scale (MEELS). Bilingual Research Journal 45:3-4, pages 295-314.
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Kevin Pelaez, Ernesto Daniel Calleros, Jose Parra & William Zahner. (2023) Examining community cultural wealth of a transfronteriza multilingual student in mathematics classrooms. International Journal of Qualitative Studies in Education 0:0, pages 1-16.
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William Zahner & Lynda Wynn. (2023) Rethinking Learning Trajectories in Light of Student Linguistic Diversity. Mathematical Thinking and Learning 25:1, pages 100-114.
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Susanne Prediger & Philipp Neugebauer. (2023) Can students with different language backgrounds profit equally from a language-responsive instructional approach for percentages? Differential effectiveness in a field trial. Mathematical Thinking and Learning 25:1, pages 2-22.
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Erin Smith. (2022) A teacher’s positioning of a multilingual learner in the first month of the academic year. Research in Mathematics Education 0:0, pages 1-21.
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Sally Ann Jones & Mark Fifer Seilhamer. (2022) Girls Becoming Mathematicians: Identity and Agency in the Figured World of the English-Medium Primary School. Journal of Language, Identity & Education 21:5, pages 330-346.
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Máire Ní Ríordáin & Eílis Flanagan. (2022) LCM2: a discursive framework to support cognitive research in bilingual mathematics contexts. Research in Mathematics Education 24:3, pages 324-346.
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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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Rachel Bowden, Innocente Uwineza, Jean-Claude Dushimimana & Alphonse Uworwabayeho. (2022) Learner-centred education and English medium instruction: policies in practice in a lower-secondary mathematics class in rural Rwanda. Compare: A Journal of Comparative and International Education 0:0, pages 1-20.
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Jessica Pierson Bishop. (2021) Responsiveness and intellectual work: Features of mathematics classroom discourse related to student achievement. Journal of the Learning Sciences 30:3, pages 466-508.
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Ji Yeong I & Ji-Won Son. (2020) Preservice Teachers’ Lesson Plan Adaptation for Emergent Bilinguals. The New Educator 16:3, pages 247-264.
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Sarah R. Powell, Katherine A. Berry & Le M. Tran. (2020) Performance Differences on a Measure of Mathematics Vocabulary for English Learners and Non-English Learners with and without Mathematics Difficulty. Reading & Writing Quarterly 36:2, pages 124-141.
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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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Fatima Assaf & Barbara Graves. (2019) “It's not a calculator thingy because a calculator can't answer the question”: multilingual children’s mathematical reasoning. Research in Mathematics Education 21:2, pages 168-187.
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Ji Yeong I & Zandra de Araujo. (2019) An examination of monolingual preservice teachers’ set-up of cognitively demanding mathematics tasks with emergent multilingual students. Research in Mathematics Education 21:2, pages 208-228.
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Richard Barwell. (2019) Repertoires of three second language learners of mathematics: distal and situational sources of meaning. Research in Mathematics Education 21:2, pages 135-151.
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Erin Turner, Amy Roth McDuffie, Amanda Sugimoto, Julia Aguirre, Tonya Gau Bartell, Corey Drake, Mary Foote, Kathleen Stoehr & Angela Witters. (2019) A study of early career teachers’ practices related to language and language diversity during mathematics instruction. Mathematical Thinking and Learning 21:1, pages 1-27.
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Máire Ní Ríordáin. (2018) Exploiting the potential of bilingualism: Irish-medium primary mathematics teachers’ self-reported practices in relation to utilising language-as-resource. Irish Educational Studies 37:3, pages 311-328.
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Wona Lee & Jin Sook Lee. (2017) Math instruction is not universal: Language-specific pedagogical knowledge in Korean/English Two-Way Immersion programs. Bilingual Research Journal 40:4, pages 353-371.
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Zandra de Araujo. (2017) Connections between secondary mathematics teachers’ beliefs and their selection of tasks for English language learners. Curriculum Inquiry 47:4, pages 363-389.
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Eileen G. Merritt, Natalia Palacios, Holland Banse, Sara E. Rimm-Kaufman & Micela Leis. (2017) Teaching practices in Grade 5 mathematics classrooms with high-achieving English learner students. The Journal of Educational Research 110:1, pages 17-31.
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Marta Civil & Roberta Hunter. (2015) Participation of non-dominant students in argumentation in the mathematics classroom. Intercultural Education 26:4, pages 296-312.
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Miwa Takeuchi. (2015) The Situated Multiliteracies Approach to Classroom Participation: English Language Learners’ Participation in Classroom Mathematics Practices. Journal of Language, Identity & Education 14:3, pages 159-178.
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Elizabeth Warren & Jodie Miller. (2015) Supporting English second-language learners in disadvantaged contexts: learning approaches that promote success in mathematics. International Journal of Early Years Education 23:2, pages 192-208.
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Nicole. M. Joseph, Jacqueline Leonard, Kara Mitchell Viesca & Boni Hamilton. (2015) Mathematics Teachers’ Perspectives on Online Professional Development Modules. NABE Journal of Research and Practice 6:1, pages 89-121.
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George C. Bunch, Julia M. Aguirre & Kip Téllez. (2015) Integrating a Focus on Academic Language, English Learners, and Mathematics: Teacher Candidates’ Responses on the Performance Assessment for California Teachers (PACT). The New Educator 11:1, pages 79-103.
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Emilee Moore. (2014) Constructing content and language knowledge in plurilingual student teamwork: situated and longitudinal perspectives. International Journal of Bilingual Education and Bilingualism 17:5, pages 586-609.
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Aria Razfar. (2013) Multilingual Mathematics: Learning Through Contested Spaces of Meaning Making. International Multilingual Research Journal 7:3, pages 175-196.
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JuliaM. Aguirre & Maria del Rosario Zavala. (2013) Making culturally responsive mathematics teaching explicit: a lesson analysis tool. Pedagogies: An International Journal 8:2, pages 163-190.
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Aria Razfar. (2012) ¡Vamos a Jugar Counters! Learning Mathematics Through Funds of Knowledge, Play, and the Third Space. Bilingual Research Journal 35:1, pages 53-75.
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Erin Turner, RodrigoJ. Gutiérrez & Taliesin Sutton. (2011) Student Participation in Collective Problem Solving in an After-School Mathematics Club: Connections to Learning and Identity. Canadian Journal of Science, Mathematics and Technology Education 11:3, pages 226-246.
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Aria Razfar, Lena Licón Khisty & Kathryn Chval. (2011) Re-Mediating Second Language Acquisition: A Sociocultural Perspective for Language Development. Mind, Culture, and Activity 18:3, pages 195-215.
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Aria Razfar & DellaR. Leavitt. (2011) Developing Metadiscourse: Building Mathematical Discussions in an Urban Elementary Classroom. Canadian Journal of Science, Mathematics and Technology Education 11:2, pages 180-197.
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AnthonyA. Essien. (2010) Investigating proficiency in the language of instruction as means of improving mathematical proficiency in a multilingual classroom. Education as Change 14:2, pages 169-185.
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Makomosela Qhobela & Marissa Rollnick. (2010) The use of discourse in enabling access physics students to construct meaning of magnetic field patterns. African Journal of Research in Mathematics, Science and Technology Education 14:3, pages 6-19.
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Nancy Chitera. (2009) Code-switching in a college mathematics classroom. International Journal of Multilingualism 6:4, pages 426-442.
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Indigo Esmonde. (2009) Explanations in Mathematics Classrooms: A Discourse Analysis. Canadian Journal of Science, Mathematics and Technology Education 9:2, pages 86-99.
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Indigo Esmonde. (2009) Mathematics Learning in Groups: Analyzing Equity in Two Cooperative Activity Structures. Journal of the Learning Sciences 18:2, pages 247-284.
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Susan Staats & Chris Batteen. (2009) Stretching, sliding and strategy: indexicality in algebraic explanations. Research in Mathematics Education 11:1, pages 57-71.
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Nancy Ares, WalterM. Stroup & AlfredR. Schademan. (2009) The Power of Mediating Artifacts in Group-Level Development of Mathematical Discourses. Cognition and Instruction 27:1, pages 1-24.
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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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Kate Le Roux. (2008) A Critical Discourse Analysis of a Real-World Problem in Mathematics: Looking for Signs of Change. Language and Education 22:5, pages 307-326.
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Noel Enyedy, Laurie Rubel, Viviana Castellón, Shiuli Mukhopadhyay, Indigo Esmonde & Walter Secada. (2008) Revoicing in a Multilingual Classroom. Mathematical Thinking and Learning 10:2, pages 134-162.
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Mary J Schleppegrell. (2007) The Linguistic Challenges of Mathematics Teaching and Learning: A Research Review. Reading & Writing Quarterly 23:2, pages 139-159.
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Amy L. D. Roberts. (2007) Exploring connections between identity and learning. Culture and Education 19:4, pages 447-461.
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Amy L. D. Roberts. (2007) Las relaciones entre la identidad y el Aprendizaje. Culture and Education 19:4, pages 379-394.
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Mamokgethi Setati & Richard Barwell. (2006) Discursive practices in two multilingual mathematics classrooms: An international comparison. African Journal of Research in Mathematics, Science and Technology Education 10:2, pages 27-38.
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Higinio Domínguez. (2005) Bilingual Students' Articulation and Gesticulation of Mathematical Knowledge During Problem Solving. Bilingual Research Journal 29:2, pages 269-293.
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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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