Citations (60)
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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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Adeneye Olarewaju Awofala, Ruth Folake Lawal, Abayomi Adelaja Arigbabu & Alfred Olufemi Fatade. (2022) Mathematics productive disposition as a correlate of senior secondary school students’ achievement in mathematics in Nigeria. International Journal of Mathematical Education in Science and Technology 53:6, pages 1326-1342.
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Jemimah Young & Jahneille A. Cunningham. (2021) Repositioning Black Girls in Mathematics Disposition Research: New Perspectives from QuantCrit. Investigations in Mathematics Learning 13:1, pages 29-42.
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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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Megan H. Wickstrom. (2015) Challenging a Teacher's Perceptions of Mathematical Smartness Through Reflections on Students’ Thinking. Equity & Excellence in Education 48:4, pages 589-605.
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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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Rachael McMullen & Guida de Abreu. (2011) Mothers' experiences of their children's school mathematics at home: the impact of being a mother-teacher. Research in Mathematics Education 13:1, pages 59-74.
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Cathy Smith. (2010) Choosing more mathematics: happiness through work?. Research in Mathematics Education 12:2, pages 99-115.
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Christopher Koliba & Rebecca Gajda. (2009) “Communities of Practice” as an Analytical Construct: Implications for Theory and Practice. International Journal of Public Administration 32:2, pages 97-135.
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Ilana Seidel Horn. (2008) Turnaround Students in High School Mathematics: Constructing Identities of Competence Through Mathematical Worlds. Mathematical Thinking and Learning 10:3, pages 201-239.
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Margaret Walshaw & Glenda Anthony. (2008) Creating Productive Learning Communities in the Mathematics Classroom: An International Literature Review. Pedagogies: An International Journal 3:3, pages 133-149.
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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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Megan Staples. (2007) Supporting Whole-class Collaborative Inquiry in a Secondary Mathematics Classroom. Cognition and Instruction 25:2-3, pages 161-217.
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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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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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Daniel T. Hickey & Steven J. Zuiker. (2005) Engaged Participation: A Sociocultural Model of Motivation With Implications for Educational Assessment. Educational Assessment 10:3, pages 277-305.
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Núria Planas. (2005) El papel del discurso en la construcción del Discurso de la práctica matemática. Culture and Education 17:1, pages 19-34.
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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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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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Esther S. Levenson, Ruthi Barkai & Michal Tabach. (2023) Mathematics Teacher Educators’ Decisions in a Time of Crisis: Self-Reflections as a Basis for Community Inquiry. Education Sciences 13:5, pages 453.
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Grace A. Chen & Ilana S. Horn. (2022) A Call for Critical Bifocality: Research on Marginalization in Mathematics Education. Review of Educational Research 92:5, pages 786-828.
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Mido Chang, Sunha Kim & Hyejin Bang. (2021) How Differently Do Teachers and Schools Influence the Math Performance of Whites and Blacks?. Educational Practice and Theory 43:2, pages 19-35.
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Megan H. Wickstrom & Amber Yates. 2021. Exploring Mathematical Modeling with Young Learners. Exploring Mathematical Modeling with Young Learners
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Krishna Prasad Adhikari. (2020) SELF-EFFICACY BELIEFS AMONG SCHOOL MATHEMATICS TEACHERS OF NEPAL. International Journal of Research -GRANTHAALAYAH 8:7, pages 192-204.
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Aleksandra AnđelkovićK.K.. (2020) The effects of contextual factors on the quality of students' mathematical achievement. Зборник радова Филозофског факултета у Приштини 50:1, pages 25-42.
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Beth Herbel-Eisenmann, Lindsay Keazer & Anne Traynor. (2018) District Decision-Makers’ Considerations of Equity and Equality Related to Students’ Opportunities to Learn Algebra. Teachers College Record: The Voice of Scholarship in Education 120:9, pages 1-38.
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Jian-Hua Liang, Paul E. Heckman & Jamal Abedi. (2018) Prior Year’s Predictors of Eighth-Grade Algebra Achievement. Journal of Advanced Academics 29:3, pages 249-269.
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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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Leslie Reese, Bryant Jensen & Debora Ramirez. (2014) Emotionally Supportive Classroom Contexts for Young Latino Children in Rural California. The Elementary School Journal 114:4, pages 501-526.
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Mari Haneda. (2014) From academic language to academic communication: Building on English learners’ resources. Linguistics and Education 26, pages 126-135.
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A. Wade Boykin. (2014) Human Diversity, Assessment in Education and the Achievement of Excellence and Equity. The Journal of Negro Education 83:4, pages 499.
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Indigo Esmonde & Jennifer M. Langer-Osuna. (2013) Power in Numbers: Student Participation in Mathematical Discussions in Heterogeneous Spaces. Journal for Research in Mathematics Education 44:1, pages 288-315.
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KRISTIN L. GUNCKEL. (2013) Fulfilling multiple obligations: Preservice elementary teachers’ use of an instructional model while learning to plan and teach science. Science Education 97:1, pages 139-162.
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Terri Patchen. (2012) Capitalizing on Participation: Latina/o Adolescents and the Classroom Economy. The Urban Review 44:5, pages 511-533.
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Victoria Hand. (2012) Seeing culture and power in mathematical learning: toward a model of equitable instruction. Educational Studies in Mathematics 80:1-2, pages 233-247.
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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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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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Raymond Brown. (2009) Teaching for social justice: exploring the development of student agency through participation in the literacy practices of a mathematics classroom. Journal of Mathematics Teacher Education 12:3, pages 171-185.
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Danny Bernard Martin. (2009) Researching Race in Mathematics Education. Teachers College Record: The Voice of Scholarship in Education 111:2, pages 295-338.
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Na’ilah Suad Nasir & Victoria M. Hand. (2016) Exploring Sociocultural Perspectives on Race, Culture, and Learning. Review of Educational Research 76:4, pages 449-475.
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