Citations (187)
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Matthew Voigt, Lynda Wynn, Katie Bjorkman & Stanley M. Lo. (2023) Illustrating Student Mathematics Identities Through a Network of Identity Frameworks. PRIMUS 33:5, pages 487-501.
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Lara Jasien & Melissa Gresalfi. (2021) The role of participatory identity in learners’ hybridization of activity across contexts. Journal of the Learning Sciences 30:4-5, pages 676-706.
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Samuel D. Miller, Salem Rainey Metzger, Amber Fitts, Sarah Stallings & Dixie D. Massey. (2021) If You Don’t Know Where You’re Going, You Might End Up Where You’re Headed! Teachers’ Visions Transforming Praxis Through Agency. Peabody Journal of Education 96:4, pages 360-375.
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Maggie Dahn & David DeLiema. (2020) Dynamics of emotion, problem solving, and identity: Portraits of three girl coders. Computer Science Education 30:3, pages 362-389.
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Tesha Sengupta-Irving & Shirin Vossoughi. (2019) Not in their name: re-interpreting discourses of STEM learning through the subjective experiences of minoritized girls. Race Ethnicity and Education 22:4, pages 479-501.
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Elizabeth M. Walsh & Eugene Cordero. (2019) Youth science expertise, environmental identity, and agency in climate action filmmaking. Environmental Education Research 25:5, pages 656-677.
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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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Jenni Harding, Ilham Hbaci, Stacy Loyd & Boni Hamilton. (2017) Integrating Multicultural Children's Math Books Into Kindergarten Through Sixth-Grade Classrooms: Preservice Teachers' Reflections. The Teacher Educator 52:4, pages 386-407.
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Jöran Petersson & Eva Norén. (2017) To halve a fraction: An issue for second language learners. Education Inquiry 8:3, pages 173-191.
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Kelly Riedinger & J. Randy McGinnis. (2017) An investigation of the role of learning conversations in youth’s authoring of science identities during an informal science camp. International Journal of Science Education, Part B 7:1, pages 76-102.
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Einat Heyd-Metzuyanim. (2015) Vicious Cycles of Identifying and Mathematizing: A Case Study of the Development of Mathematical Failure. Journal of the Learning Sciences 24:4, pages 504-549.
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Kimberley Gomez & Ung-Sang Lee. (2015) Situated cognition and learning environments: implications for teachers on- and offline in the new digital media age. Interactive Learning Environments 23:5, pages 634-652.
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Victoria Hand & Melissa Gresalfi. (2015) The Joint Accomplishment of Identity. Educational Psychologist 50:3, pages 190-203.
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Jenni L. Harding-DeKam. (2014) Defining culturally responsive teaching: The case of mathematics. Cogent Education 1:1.
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Jessica Thompson. (2014) Engaging Girls’ Sociohistorical Identities in Science. Journal of the Learning Sciences 23:3, pages 392-446.
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Oren L. McClain. (2014) Negotiating Identity: A Look at the Educational Experiences of Black Undergraduates in STEM Disciplines. Peabody Journal of Education 89:3, pages 380-392.
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Filiberto Barajas-López. (2014) Mexican Immigrant Students' Schooling Experiences and the Construction of Disengagement in Mathematics Learning Contexts. Journal of Latinos and Education 13:1, pages 14-32.
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S. Azevedo. (2013) The Tailored Practice of Hobbies and Its Implication for the Design of Interest-Driven Learning Environments. Journal of the Learning Sciences 22:3, pages 462-510.
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Fang He, Jeff Sapp, Maria
José Botelho, Isabel Nuñez, Wynnetta Scott–Simmons & Lincoln Johnson. (2011) Guide to New Resources. Multicultural Perspectives 13:3, pages 169-177.
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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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TyroneC. Howard & Terry Flennaugh. (2011) Research concerns, cautions and considerations on Black males in a ‘post‐racial’ society. Race Ethnicity and Education 14:1, pages 105-120.
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JuditN. Moschkovich. (2008) “I Went by Twos, He Went by One”: Multiple Interpretations of Inscriptions as Resources for Mathematical Discussions. Journal of the Learning Sciences 17:4, pages 551-587.
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Suad Nasir & Victoria Hand. (2008) From the Court to the Classroom: Opportunities for Engagement, Learning, and Identity in Basketball and Classroom Mathematics. Journal of the Learning Sciences 17:2, pages 143-179.
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Nancy Ares. (2008) Appropriating roles and relations of power in collaborative learning. International Journal of Qualitative Studies in Education 21:2, pages 99-121.
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Noel Enyedy & Shiuli Mukhopadhyay. (2007) They Don't Show Nothing I Didn't Know: Emergent Tensions Between Culturally Relevant Pedagogy and Mathematics Pedagogy. Journal of the Learning Sciences 16:2, pages 139-174.
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Yvette Solomon. (2007) Not belonging? What makes a functional learner identity in undergraduate mathematics?. Studies in Higher Education 32:1, pages 79-96.
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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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Melissa Sommerfeld Gresalfi & Paul Cobb. (2006) Cultivating Students' Discipline-Specific Dispositions as a Critical Goal for Pedagogy and Equity. Pedagogies: An International Journal 1:1, pages 49-57.
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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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Judit Moschkovich. (2002) A Situated and Sociocultural Perspective on Bilingual Mathematics Learners. Mathematical Thinking and Learning 4:2-3, pages 189-212.
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Rochelle Gutierrez. (2002) Enabling the Practice of Mathematics Teachers in Context: Toward a New Equity Research Agenda. Mathematical Thinking and Learning 4:2-3, pages 145-187.
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