415
Views
1
CrossRef citations to date
0
Altmetric
Articles

“What Do You Think She’s Going to Do Next?” Irresolution and Ambiguity as Resources for Collective Engagement

ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon

References

  • Adams-Corral, M. (2018). “I can solve all the problems”: Latinx students (re)write their math stories. In I. Goffney, R. Gutiérrez, & M. Boston (Eds.), Rehumanizing mathematics for Black, Indigenous, and Latinx students (pp. 212–133). National Council of Teachers of Mathematics.
  • Aguirre, J. M., Turner, E. E., Bartell, T. G., Kalinec-Craig, C., Foote, M. Q., Roth McDuffie, A., & Drake, C. (2013). Making connections in practice: How prospective elementary teachers connect to children’s mathematical thinking and community funds of knowledge in mathematics instruction. Journal of Teacher Education, 64(2), 178–192. https://doi.org/10.1177/0022487112466900
  • Ball, D. L. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. The Elementary School Journal, 93(4), 373–397. https://doi.org/10.1086/461730
  • Bang, M., Warren, B., Rosebery, A. S., & Medin, D. (2012). Desettling expectations in science education. Human Development, 55(5–6), 302–318. https://doi.org/10.1159/000345322
  • Barwell, R. (2005). Ambiguity in the mathematics classroom. Language and Education, 19(2), 117–125. https://doi.org/10.1080/09500780508668667
  • Battey, D. (2013). “Good” mathematics teaching for students of color and those in poverty: The importance of relational interactions within instruction. Educational Studies in Mathematics, 82(1), 125–144. https://doi.org/10.1007/s10649-012-9412-z
  • Bishop, J. P., Hardison, H. L., & Przybyla-Kuchek, J. (2022). Responsiveness to students’ mathematical thinking in middle-grades classrooms. Journal for Research in Mathematics Education, 53(1), 10–40. https://doi.org/10.5951/jresematheduc-2020-0188
  • Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L., & Empson, S. B. (2015). Children’s mathematics: Cognitively guided instruction (2nd ed.). Heinemann.
  • Carpenter, T. P., Franke, M. L., & Levi, L. (2003). Thinking mathematically: Integrating arithmetic and algebra in elementary school. Heinemann.
  • Carraher, T. N., Carraher, D. W., & Schliemann, A. D. (1985). Mathematics in the streets and in schools. British Journal of Developmental Psychology, 3(1), 21–29. https://doi.org/10.1111/j.2044-835X.1985.tb00951.x
  • Chapin, S. H., O’Connor, C., & Anderson, N. C. (2009). Classroom discussions: Using math talk to help students learn. Math Solutions.
  • Civil, M. (2007). Building on community knowledge: An avenue to equity in mathematics education. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 105–117). Teachers College Press.
  • Clarke, S. N. (2015). The right to speak. In L. B. Resnick, C. S. C. Asterhan, & S. N. Clarke (Eds.), Socializing intelligence through academic talk and dialogue (pp. 167–180). American Educational Research Association.
  • Cobb, P., Gresalfi, M., & Hodge, L. L. (2009). An interpretive scheme for analyzing the identities that students develop in mathematics classrooms. Journal for Research in Mathematics Education, 40(1), 40–68. https://doi.org/10.5951/jresematheduc.40.1.0040
  • Cobb, P., Stephan, M., McClain, K., & Gravemeijer, K. (2001). Participating in classroom mathematical practices. Journal of the Learning Sciences, 10(1–2), 113–163. https://doi.org/10.1207/S15327809JLS10-1-2_6
  • Dunleavy, T. K. (2015). Delegating mathematical authority as a means to strive toward equity. Journal of Urban Mathematics Education, 8(1), 62–82. https://doi.org/10.21423/jume-v8i1a242
  • Engle, R. A., Langer-Osuna, J. M., & Royston, M. M. d. (2014). Toward a model of influence in persuasive discussions: Negotiating quality, authority, privilege, and access within a student-led argument. Journal of the Learning Sciences, 23(2), 245–268. https://doi.org/10.1080/10508406.2014.883979
  • Enyedy, N., Rubel, L., Castellón, V., Mukhopadhyay, S., Esmonde, I., & Secada, W. (2008). Revoicing in a multilingual classroom. Mathematical Thinking and Learning, 10(2), 134–162. https://doi.org/10.1080/10986060701854458
  • Erickson, F. (2006). Definition and analysis of data from videotape: Some research procedures and their rationales. In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Handbook of complementary methods in education research (pp. 177–191). Lawrence Erlbaum Associates.
  • Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. R., & Empson, S. B. (1996). A longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for Research in Mathematics Education, 27(4), 403–434. https://doi.org/10.2307/749875
  • Forman, E., & Ansell, E. (2001). The multiple voices of a mathematics classroom community. Educational Studies in Mathematics, 46(1/3), 115–142. https://doi.org/10.1023/A:1014097600732
  • Foster, C. (2011). Productive ambiguity in the learning of mathematics. For the Learning of Mathematics, 31(2), 3–7.
  • Franke, M. L., Kazemi, E., & Battey, D. (2007). Mathematics teaching and classroom practice. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (Vol. 1, pp. 225–256). Information Age Publishing.
  • Franke, M. L., Turrou, A. C., Webb, N. M., Ing, M., Wong, J., Shin, N., & Fernandez, C. (2015). Student engagement with others’ mathematical ideas: The role of teacher invitation and support moves. The Elementary School Journal, 116(1), 126–148. https://doi.org/10.1086/683174
  • Franke, M. L., Webb, N. M., Chan, A. G., Ing, M., Freund, D., & Battey, D. (2009). Teacher questioning to elicit students’ mathematical thinking in elementary school classrooms. Journal of Teacher Education, 60(4), 380–392. https://doi.org/10.1177/0022487109339906
  • Ghousseini, H. (2015). Core practices and problems of practice in learning to lead classroom discussions. The Elementary School Journal, 115(3), 334–357. https://doi.org/10.1086/680053
  • González, N., Andrade, R., Civil, M., & Moll, L. (2001). Bridging funds of distributed knowledge: Creating zones of practices in mathematics. Journal of Education for Students Placed at Risk, 6(1–2), 115–132. https://doi.org/10.1207/S15327671ESPR0601-2_7
  • Greeno, J. G., & Hall, R. P. (1997). Practicing representation: Learning with and about representational forms. Phi Delta Kappan, 78(5), 361–367.
  • Gresalfi, M. S., Martin, T., Hand, V. M., & Greeno, J. (2009). Constructing competence: An analysis of student participation in the activity systems of mathematics classrooms. Educational Studies in Mathematics, 70(1), 49–70. https://doi.org/10.1007/s10649-008-9141-5
  • Grossman, P., Kazemi, E., Kavanagh, S. S., Franke, M., & Dutro, E. (2019). Learning to facilitate discussions: Collaborations in practice-based teacher education. Teaching and Teacher Education, 81, 97–99. https://doi.org/10.1016/j.tate.2019.02.002
  • Hall, R., & Stevens, R. (2016). Interaction analysis approaches to knowledge in use. In A. A. DiSessa, M. Levin, & N. J. S. Brown (Eds.), Knowledge and interaction: A synthetic agenda for the learning sciences (pp. 72–108). Routledge.
  • Hand, V. M. (2012). Seeing culture and power in mathematical learning: Toward a model of equitable instruction. Educational Studies in Mathematics, 80(1–2), 233–247. https://doi.org/10.1007/s10649-012-9387-9
  • Herbel-Eisenmann, B. A., Steele, M. D., & Cirillo, M. (2013). (Developing) teacher discourse moves: A framework for professional development. Mathematics Teacher Educator, 1(2), 181–196. https://doi.org/10.5951/mathteaceduc.1.2.0181
  • Hintz, A., & Tyson, K. (2015). Complex listening: Supporting students to listen as mathematical sense-makers. Mathematical Thinking and Learning, 17(4), 296–326. https://doi.org/10.1080/10986065.2015.1084850
  • Hufferd-Ackles, K., Fuson, K. C., & Sherin, M. G. (2004). Describing levels and components of a math-talk learning community. Journal for Research in Mathematics Education, 35(2), 81–116. https://doi.org/10.2307/30034933
  • Hufferd-Ackles, K., Fuson, K. C., & Sherin, M. G. (2015). Describing levels and components of a math-talk learning community. In E. A. Silver & P. A. Kenney (Eds.), More lessons learned from research, volume 1: Useful and usable research related to core mathematical practices (pp. 125–134). National Council of Teachers of Mathematics.
  • Humphreys, C., & Parker, R. (2015). Making number talks matter: Developing mathematical practices and deepening understanding, grades 4-10. Stenhouse Publishers.
  • Ing, M., Webb, N. M., Franke, M. L., Turrou, A. C., Wong, J., Shin, N., & Fernandez, C. H. (2015). Student participation in elementary mathematics classrooms: The missing link between teacher practices and student achievement? Educational Studies in Mathematics, 90(3), 341–356. https://doi.org/10.1007/s10649-015-9625-z
  • Jackson, K. (2009). The social construction of youth and mathematics: The case of a fifth-grade classroom. In D. B. Martin (Ed.), Mathematics teaching, learning, and liberation in the lives of Black children (pp. 175–199). Routledge.
  • Jackson, K., Garrison, A., Wilson, J., Gibbons, L., & Shahan, E. (2013). Exploring relationships between setting up complex tasks and opportunities to learn in concluding whole-class discussions in middle-grades mathematics instruction. Journal for Research in Mathematics Education, 44(4), 646–682. https://doi.org/10.5951/jresematheduc.44.4.0646
  • Jacobs, V. R., Franke, M. L., Carpenter, T. P., Levi, L., & Battey, D. (2007). Professional development focused on children’s algebraic reasoning in elementary school. Journal for Research in Mathematics Education, 38(3), 258–288. https://doi.org/10.2307/30034868
  • Jacobs, V. R., & Spangler, D. A. (2017). Research on core practices in K-12 mathematics teaching. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 766–792). National Council of Teachers of Mathematics.
  • Jansen, A., Cooper, B., Vascellaro, S., & Wandless, P. (2016). Rough-draft talk in mathematics classrooms. Mathematics Teaching in the Middle School, 22(5), 304–307. https://doi.org/10.5951/mathteacmiddscho.22.5.0304
  • Johnson, N. C. (2017). Expanding competence: Supporting students to engage with each other’s mathematical ideas [Doctoral dissertation]. University of California, Los Angeles.
  • Johnson, N. C., & Turrou, A. C. (in preparation). A framework for seeding collective engagement in mathematical discussions.
  • Kazemi, E., & Hintz, A. (2014). Intentional talk: How to structure and lead productive mathematical discussions. Stenhouse.
  • Lambert, R., Sugita, T., Yeh, C., Hunt, J. H., & Brophy, S. (2020). Documenting increased participation of a student with autism in the standards for mathematical practice. Journal of Educational Psychology, 112(3), 494–513. https://doi.org/10.1037/edu0000425
  • Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life (pp. xv, 214). Cambridge University Press. https://doi.org/10.1017/CBO9780511609268
  • Lave, J. (2019). Learning and everyday life: Access, participation, and changing practice. Cambridge University Press.
  • Leatham, K. R., Peterson, B. E., Stockero, S. L., & Zoest, L. R. V. (2015). Conceptualizing mathematically significant pedagogical ppportunities to build on student thinking. Journal for Research in Mathematics Education, 46(1), 88–124. https://doi.org/10.5951/jresematheduc.46.1.0088
  • Lee, C. D. (2007). Culture, literacy, & learning: Blooming in the midst of the whirlwind. Teachers College Press.
  • Lobato, J., Clarke, D., & Ellis, A. B. (2005). Initiating and eliciting in teaching: A reformulation of telling. Journal for Research in Mathematics Education, 36(2), 101–136. https://doi.org/10.2307/30034827
  • Louie, N. L. (2017). The culture of exclusion in mathematics education and its persistence in equity-oriented teaching. Journal for Research in Mathematics Education, 48(5), 488–519. https://doi.org/10.5951/jresematheduc.48.5.0488
  • Maldonado Rodríguez, L. A., Krause, G., & Adams-Corral, M. (2020). Flowing with the translanguaging corriente: Juntos engaging with and making sense of mathematics. Teaching for Excellence and Equity in Mathematics, 11(2), 17–25.
  • Matusov, E. (1996). Intersubjectivity without agreement. Mind, Culture, and Activity, 3(1), 25–45. https://doi.org/10.1207/s15327884mca0301_4
  • Matusov, E. (1998). When solo activity is not privileged: Participation and internalization models of development. Human Development, 41(5–6), 326–349. https://doi.org/10.1159/000022595
  • Matusov, E. (2007). In search of ‘the appropriate’ unit of analysis for sociocultural research. Culture & Psychology, 13(3), 307–333. https://doi.org/10.1177/1354067X07079887
  • Michaels, S., O’Connor, C., & Resnick, L. B. (2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in Philosophy and Education, 27(4), 283–297. https://doi.org/10.1007/s11217-007-9071-1
  • Moschkovich, J. N. (1996). Moving up and getting steeper: Negotiating shared descriptions of linear graphs. Journal of the Learning Sciences, 5(3), 239–277. https://doi.org/10.1207/s15327809jls0503_4
  • Moschkovich, J. N. (2007). Examining mathematical discourse practices. For the Learning of Mathematics, 27(1), 24–30.
  • Moschkovich, J. N. (2012). Mathematics, the Common Core, and language: Recommendations for mathematics instruction for ELs aligned with the Common Core. “Understanding Language,” CA. http://ell.stanford.edu/sites/default/files/pdf/academic-papers/02-JMoschkovich%20Math%20FINAL_bound%20with%20appendix.pdf
  • Moschkovich, J. N., & Zahner, W. (2018). Using the academic literacy in mathematics framework to uncover multiple aspects of activity during peer mathematical discussions. ZDM, 50(6), 999–1011. https://doi.org/10.1007/s11858-018-0982-9
  • Munson, J. (2019). After eliciting: Variation in elementary mathematics teachers’ discursive pathways during collaborative problem solving. The Journal of Mathematical Behavior, 56, 100736. https://doi.org/10.1016/j.jmathb.2019.100736
  • Murata, A., Siker, J., Kang, B., Baldinger, E. M., Kim, H.-J., Scott, M., & Lanouette, K. (2017). Math talk and student strategy trajectories: The case of two first grade classrooms. Cognition and Instruction, 35(4), 290–316. https://doi.org/10.1080/07370008.2017.1362408
  • Nasir, N. S., Hand, V. M., & Taylor, E. V. (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), 187–240. https://doi.org/10.3102/0091732X07308962
  • Nasir, N. S., Lee, C. D., Pea, R., & de Royston, M. M. (2020). Handbook of the cultural foundations of learning. Routledge.
  • Nasir, N. S., Rosebery, A. S., Warren, B., & Lee, C. D. (2014). Learning as a cultural process: Achieving equity through diversity. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed., pp. 686–706). Cambridge University Press. 10.1017/CBO9780511816833.030
  • National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. NCTM.
  • O’Connor, C., & Michaels, S. (1996). Shifting participant frameworks: Orchestrating thinking practices in group discussion. In D. Hicks (Ed.), Discourse, learning, and schooling (pp. 63–103). Cambridge University Press.
  • O’Connor, C., & Michaels, S. (2007). When is dialogue ‘dialogic’? Human Development, 50(5), 275–285. https://doi.org/10.1159/000106415
  • O’Connor, C., & Michaels, S. (2019). Supporting teachers in taking up productive talk moves: The long road to professional learning at scale. International Journal of Educational Research, 97, 166–175. https://doi.org/10.1016/j.ijer.2017.11.003
  • O’Connor, C., Michaels, S., Chapin, S., & Harbaugh, A. G. (2017). The silent and the vocal: Participation and learning in whole-class discussion. Learning and Instruction, 48, 5–13. https://doi.org/10.1016/j.learninstruc.2016.11.003
  • O’Connor, C., & Snow, C. (2018). Classroom discourse: What do we need to know for research and for practice? In M. F. Schober, D. N. Rapp, & M. A. Britt (Eds.), The Routledge handbook of discourse processes (2nd ed., pp. 315–342). Routledge. https://doi.org/10.4324/9781315687384-17
  • Parks, A. N. (2020). Centering children in mathematics education classroom research. American Educational Research Journal, 57(4), 1443–1484. https://doi.org/10.3102/0002831219873853
  • Peterson, B. E., Leatham, K. R., Merrill, L. M., Van Zoest, L. R., & Stockero, S. L. (2020). Clarifiable ambiguity in classroom mathematics discourse. Investigations in Mathematics Learning, 12(1), 28–37. https://doi.org/10.1080/19477503.2019.1619148
  • Prasad, P., & Kalinec-Craig, C. A. (2021). Creating a democratic mathematics classroom: The interplay of the rights and responsibilities of the learner. Democracy and Education, 29(1), 2.https://democracyeducationjournal.org/home/vol29/iss1/2
  • Rasmussen, C., Apkarian, N., Tabach, M., & Dreyfus, T. (2020). Ways in which engaging with someone else’s reasoning is productive. The Journal of Mathematical Behavior, 58, 100742. https://doi.org/10.1016/j.jmathb.2019.100742
  • Reinholz, D. L., & Shah, N. (2018). Equity analytics: A methodological approach for quantifying participation patterns in mathematics classroom discourse. Journal for Research in Mathematics Education, 49(2), 140–177. https://doi.org/10.5951/jresematheduc.49.2.0140
  • Resnick, L. B., Asterhan, C. S. C., & Clarke, S. N. (Eds.). (2015). Socializing intelligence through academic talk and dialogue. American Educational Research Association.
  • Rogoff, B. (2014). Learning by observing and pitching in to family and community endeavors: An orientation. Human Development, 57(2–3), 69–81. https://doi.org/10.1159/000356757
  • Rosebery, A. S., Ogonowski, M., DiSchino, M., & Warren, B. (2010). “The coat traps all your body heat”: Heterogeneity as fundamental to learning. Journal of the Learning Sciences, 19(3), 322–357. https://doi.org/10.1080/10508406.2010.491752
  • Saldaña, J. (2013). The coding manual for qualitative researchers (2nd ed.). Sage.
  • Saxe, G. B., Kirby, K. d., Kang, B., Le, M., & Schneider, A. (2015). Studying cognition through time in a classroom community: The interplay between “everyday” and “scientific concepts. Human Development, 58(1), 5–44. https://doi.org/10.1159/000371560
  • Schoen, R. C., LaVenia, M., Tazaz, A. M. (2018). Effects of the first year of a three-year CGI teacher professional development program on grades 3-5 student achievement: A multisite cluster-randomized trial (Research Report No. 2018-25). https://files.eric.ed.gov/fulltext/ED599649.pdf
  • Shaughnessy, M., Ghousseini, H., Kazemi, E., Franke, M., Kelley-Petersen, M., & Hartmann, E. S. (2019). An investigation of supporting teacher learning in the context of a common decomposition for leading mathematics discussions. Teaching and Teacher Education, 80, 167–179. https://doi.org/10.1016/j.tate.2019.01.008
  • Sherin, M. G. (2002). A balancing act: Developing a discourse community in a mathematics classroom. Journal of Mathematics Teacher Education, 5(3), 205–233. https://doi.org/10.1023/A:1020134209073
  • Sleep, L. (2012). The work of steering instruction toward the mathematical point: A decomposition of teaching practice. American Educational Research Journal, 49(5), 935–970. https://doi.org/10.3102/0002831212448095
  • Staples, M. E. (2007). Supporting whole-class collaborative inquiry in a secondary mathematics classroom. Cognition and Instruction, 25(2–3), 161–217. https://doi.org/10.1080/07370000701301125
  • Staples, M. E., & King, S. (2017). Eliciting, supporting, and guiding the math: Three key functions of the teacher’s role in facilitating meaningful mathematical discourse. In D. A. Spangler & J. J. Wanko (Eds.), Enhancing classroom practice with research behind principles to actions (pp. 37–48). National Council of Teachers of Mathematics.
  • Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10(4), 313–340. https://doi.org/10.1080/10986060802229675
  • Stockero, S. L., Van Zoest, L. R., Freeburn, B., Peterson, B. E., & Leatham, K. R. (2022). Teachers’ responses to instances of student mathematical thinking with varied potential to support student learning. Mathematics Education Research Journal, 34(1), 165–187. https://doi.org/10.1007/s13394-020-00334-x
  • Studiocode Group. (2015). Studiocode (Version 10) [Computer software]. http://www.studiocodegroup.com/products/
  • Taylor, E. V. (2009). The purchasing practice of low-income students: The relationship to mathematical development. Journal of the Learning Sciences, 18(3), 370–415. https://doi.org/10.1080/10508400903013462
  • Turner, E. E., & Celedón-Pattichis, S. (2011). Mathematical problem solving among Latina/o kindergartners: An analysis of opportunities to learn. Journal of Latinos and Education, 10(2), 146–169. https://doi.org/10.1080/15348431.2011.556524
  • Turner, E. E., Dominguez, H., Empson, S., & Maldonado, L. A. (2013). Latino/a bilinguals and their teachers developing a shared communicative space. Educational Studies in Mathematics, 84(3), 349–370. https://doi.org/10.1007/s10649-013-9486-2
  • Turner, E. E., Dominguez, H., Maldonado, L., & Empson, S. (2013). English learners’ participation in mathematical discussion: Shifting positionings and dynamic identities. Journal for Research in Mathematics Education, 44(1), 199–234. https://doi.org/10.5951/jresematheduc.44.1.0199
  • Turrou, A. C., Franke, M. L., & Johnson, N. (2017). Choral counting. Teaching Children Mathematics, 24(2), 128–135. https://doi.org/10.5951/teacchilmath.24.2.0128
  • Warren, B., Vossoughi, S., Rosebery, A. S., Bang, M., & Taylor, E. V. (2020). Multiple ways of knowing*: Re-imagining disciplinary learning. In Handbook of the cultural foundations of learning (pp. 277–294). Routledge. https://doi.org/10.4324/9780203774977-19
  • Webb, N. M., Franke, M. L., De, T., Chan, A. G., Freund, D., Shein, P., & Melkonian, D. K. (2009). ‘Explain to your partner’: Teachers’ instructional practices and students’ dialogue in small groups. Cambridge Journal of Education, 39(1), 49–70. https://doi.org/10.1080/03057640802701986
  • Webb, N. M., Franke, M. L., Ing, M., Johnson, N. C., & Zimmerman, J. (2020). The details matter in mathematics classroom dialogue. In N. Mercer, R. Wegerif, & L. Major (Eds.), The Routledge international handbook of research on dialogic education (pp. 529–545). Routledge.
  • Webb, N. M., Franke, M. L., Ing, M., Turrou, A. C., Johnson, N. C., & Zimmerman, J. (2019). Teacher practices that promote productive dialogue and learning in mathematics classrooms. International Journal of Educational Research, 97, 176–186. https://doi.org/10.1016/j.ijer.2017.07.009
  • Webb, N. M., Franke, M. L., Ing, M., Wong, J., Fernandez, C. H., Shin, N., & Turrou, A. C. (2014). Engaging with others’ mathematical ideas: Interrelationships among student participation, teachers’ instructional practices, and learning. International Journal of Educational Research, 63, 79–93. https://doi.org/10.1016/j.ijer.2013.02.001
  • Webb, N. M., Franke, M. L., Johnson, N. C., Ing, M., & Zimmerman, J. (2021). Learning through explaining and engaging with others’ mathematical ideas. Mathematical Thinking and Learning, 1–27. Advance online publication. https://doi.org/10.1080/10986065.2021.1990744
  • White, D. Y., Crespo, S., & Civil, M. (2016). Cases for mathematics teacher educators: Facilitating conversations about inequities in mathematics classrooms. Information Age Publishing.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.