“We Ask So Much of These Tiny Humans”: Supporting Beginning Teachers to Honor the Dignity of Young People as Mathematical Learners

References

• Adiredja, A. P., & Louie, N. (2020). Untangling the web of deficit discourses in mathematics education. For the Learning of Mathematics, 40(1), 42–46.
   Google Scholar
• Aguirre, J. M., Mayfield-Ingram, K., & Martin, D. B. (2013). The impact of identity in K-8 mathematics: Rethinking equity-based practices. National Council of Teachers of Mathematics.
   Google Scholar
• Aguirre, J. M., Turner, E. E., Bartell, T. G., Kalinec-Craig, C., Foote, M. Q., McDuffie, A. R., & 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
   Web of Science ®Google Scholar
• Andrews, D. J. C., Brown, T., Castillo, B. M., Jackson, D., & Vellanki, V. (2019). Beyond damage-centered teacher education: Humanizing pedagogy for teacher educators and preservice teachers. Teachers College Record: The Voice of Scholarship in Education, 121(6), 1–28. https://doi.org/10.1177/016146811912100605
   PubMed Web of Science ®Google Scholar
• Ball, D. L. (2017). Uncovering the special mathematical work of teaching. In Proceedings of the 13th international congress on mathematical education (pp. 11–34). Springer.
   Google Scholar
• Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practicebased theory of professional education. In Teaching as the learning profession: Handbook of policy and practice (vol. 1, pp. 3–22).
   Google Scholar
• Bang, M. (2020). Learning on the move toward just, sustainable, and culturally thriving futures. Cognition and Instruction, 38(3), 434–444. https://doi.org/10.1080/07370008.2020.1777999
   Web of Science ®Google Scholar
• Bannister, N. A. (2015). Reframing practice: Teacher learning through interactions in a collaborative group. Journal of the Learning Sciences, 24(3), 347–372. https://doi.org/10.1080/10508406.2014.999196
   Web of Science ®Google Scholar
• Bartolomé, L. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review, 64(2), 173–195. https://doi.org/10.17763/haer.64.2.58q5m5744t325730
   Web of Science ®Google Scholar
• Battey, D., & Franke, M. (2015). Integrating professional development on mathematics and equity: Countering deficit views of students of color. Education and Urban Society, 47(4), 433–462. https://doi.org/10.1177/0013124513497788
   Web of Science ®Google Scholar
• Bianchini, J. A., & Brenner, M. E. (2009). The role of induction in learning to teach toward equity: A study of beginning science and mathematics teachers. Science Education, 94(1), n/a–n/a. https://doi.org/10.1002/sce.20353
   Web of Science ®Google Scholar
• Chaiklin, S., & Lave, J. (1996). Understanding practice: Perspectives on activity and context. Cambridge University Press.
   Google Scholar
• Charmaz, K., & Belgrave, L. (2012). Qualitative interviewing and grounded theory analysis. In The SAGE handbook of interview research: The complexity of the craft (vol. 2, pp. 347–365).
   Google Scholar
• Cohen, E. G., Lotan, R. A., Scarloss, B. A., & Arellano, A. R. (1999). Complex instruction: Equity in cooperative learning classrooms. Theory into Practice, 38(2), 80–86. https://doi.org/10.1080/00405849909543836
   Web of Science ®Google Scholar
• Cole, M., & Engeström, Y. (1993). A cultural-historical approach to distributed cognition. In Distributed cognitions: Psychological and educational considerations (pp. 1–46). Cambridge University Press.
   Google Scholar
• Engestrom, Y. (2000). Activity theory as a framework for analyzing and redesigning work. Ergonomics, 43(7), 960–974. https://doi.org/10.1080/001401300409143
   PubMed Web of Science ®Google Scholar
• Engeström, Y. (2011). From design experiments to formative interventions. Theory & Psychology, 21(5), 598–628. https://doi.org/10.1177/0959354311419252
   Web of Science ®Google Scholar
• Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 1–24. https://doi.org/10.1016/j.edurev.2009.12.002
   Web of Science ®Google Scholar
• Erichsen, K., & Reynolds, J. (2020). Public school accountability, workplace culture, and teacher morale. Social Science Research, 85, 102347. https://doi.org/10.1016/j.ssresearch.2019.102347
   PubMed Web of Science ®Google Scholar
• Esmonde, I., & Langer-Osuna, J. M. (2013). Power in numbers: Student participation in mathematical discussions in heterogeneous spaces. Journal for Research in Mathematics Education, 44(1), 288–315. https://doi.org/10.5951/jresematheduc.44.1.0288
   Web of Science ®Google Scholar
• Espinoza, M. L., & Vossoughi, S. (2014). Perceiving learning anew: Social interaction, dignity, and educational rights. Harvard Educational Review, 84(3), 285–313. https://doi.org/10.17763/haer.84.3.y4011442g71250q2
   Web of Science ®Google Scholar
• Espinoza, M. L., Vossoughi, S., Rose, M., & Poza, L. E. (2020). Matters of participation: Notes on the study of dignity and learning. Mind, Culture, and Activity, 27(4), 325–347. https://doi.org/10.1080/10749039.2020.1779304
   Web of Science ®Google Scholar
• Featherstone, H., Crespo, S., Jilk, L., Oslund, J., Parks, A., & Wood, M. (2011). Smarter together. Collaboration and equity in the elementary classroom. National Council of Teachers of Mathematics.
   Google Scholar
• Franke, M. L., & Kazemi, E. (2001). Learning to teach mathematics: Focus on student thinking. Theory into Practice, 40(2), 102–109. https://doi.org/10.1207/s15430421tip4002_4
   Web of Science ®Google Scholar
• 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
   Web of Science ®Google Scholar
• Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to intervention (RtI) for elementary and middle schools. NCEE 2009-4060. National Center for EducationEvaluation and Regional Services, Institute of Education Sciences,U.S. Department of Education. https://eric.ed.gov/?id=ED504995
   Google Scholar
• Goodwin, C. (2013). The co-operative, transformative organization of human action and knowledge. Journal of Pragmatics, 46(1), 8–23. https://doi.org/10.1016/j.pragma.2012.09.003
   Web of Science ®Google Scholar
• Gutiérrez, K. D., Hunter, J. D., & Arzubiaga, A. (2009). Re-mediating the university: Learning through sociocritical literacies. Pedagogies: An International Journal, 4(1), 1–23. https://doi.org/10.1080/15544800802557037
   Google Scholar
• Gutiérrez, K. D., & Jurow, A. S. (2016). Social design experiments: Toward equity by design. Journal of the Learning Sciences, 25(4), 565–598. https://doi.org/10.1080/10508406.2016.1204548
   Web of Science ®Google Scholar
• Gutiérrez, K. D., Morales, P. Z., & Martinez, D. C. (2009). Re-mediating literacy: Culture, difference, and learning for students from nondominant communities. Review of Research in Education, 33(1), 212–245. https://doi.org/10.3102/0091732X08328267
   Web of Science ®Google Scholar
• Gutiérrez, K., & Vossoughi, S. (2010). Lifting off the ground to return anew: Mediated praxis, transformative learning, and social design experiments. Journal of Teacher Education, 61(1–2), 100–117. https://doi.org/10.1177/0022487109347877
   Web of Science ®Google Scholar
• Gutiérrez, R. (2012). Embracing nepantla: Rethinking “knowledge” and its use in mathematics teaching. Journal of Research in Mathematics Education, 1(1), 29–56.
   Google Scholar
• Hadley, K. M., & Dorward, J. (2011). The relationship among elementary teachers’ mathematics anxiety, mathematics instructional practices, and student mathematics achievement. Journal of Curriculum & Instruction, 5(2), 27–44.
   Google Scholar
• Hand, V., & Gresalfi, M. (2015). The joint accomplishment of identity. Educational Psychologist, 50(3), 190–203. https://doi.org/10.1080/00461520.2015.1075401
   Web of Science ®Google Scholar
• Hannula, M. S. (2015). Emotions in problem solving. In S. J. Cho (Ed.), Selected regular lectures from the 12th international congress on mathematical education (pp. 269–288). Springer International Publishing. https://doi.org/10.1007/978-3-319-17187-6_16
   Google Scholar
• Harper, N. W., & Daane, C. J. (1998). Causes and reduction of math anxiety in preservice elementary teachers. Action in Teacher Education, 19(4), 29–38. https://doi.org/10.1080/01626620.1998.10462889
   Google Scholar
• Hill, H., & Ball, D. L. (2009). The curious—and crucial—case of mathematical knowledge for teaching. Phi Delta Kappan, 91(2), 68–71.
   Web of Science ®Google Scholar
• Horn, I. S., & Little, J. W. (2010). Attending to problems of practice: Routines and resources for professional learning in teachers’ workplace interactions. American Educational Research Journal, 47(1), 181–217. 10.3102/0002831209345158
   Web of Science ®Google Scholar
• Horn, I. S. (2005). Learning on the Job: A situated account of teacher learning in high school mathematics departments. Cognition and Instruction, 23(2), 207–236. 10.1207/s1532690xci2302_2
   Web of Science ®Google Scholar
• Horn, I. S. (2007). Fast kids, slow kids, lazy kids: Framing the mismatch problem in mathematics teachers’ conversations. The Journal of the Learning Sciences, 16(1), 37–79.
   Web of Science ®Google Scholar
• Horn, I. S. (2018). Accountability as a design for teacher learning: Sensemaking about mathematics and equity in the NCLB era. Urban Education, 53(3), 382–408. https://doi.org/10.1177/0042085916646625
   Web of Science ®Google Scholar
• Ingersoll, R. M. (2012). Beginning teacher induction what the data tell us. Phi Delta Kappan, 93(8), 47–51. https://doi.org/10.1177/003172171209300811
   Web of Science ®Google Scholar
• Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers a critical review of the research. Review of Educational Research, 81(2), 201–233. https://doi.org/10.3102/0034654311403323
   Web of Science ®Google Scholar
• Jefferson, G. (2004). Glossary of transcript symbols with an introduction. In G. Lerner (Ed.), Conversation analysis: Studies from the first generation (pp. 13–31). John Benjamins Publishing.
   Google Scholar
• Jilk, L. M. (2016). Supporting teacher noticing of students’ mathematical strengths. Mathematics Teacher Educator, 4(2), 188–199. https://doi.org/10.5951/mathteaceduc.4.2.0188
   Google Scholar
• Kazemi, E., & Franke, M. L. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7(3), 203–235. https://doi.org/10.1023/B:JMTE.0000033084.26326.19
   Google Scholar
• Kazemi, E., Franke, M., & Lampert, M. (2009). Developing pedagogies in teacher education to support novice teachers’ ability to enact ambitious instruction. In Crossing divides: Proceedings of the 32nd annual conference of the mathematics education research group of Australasia (Vol. 1, pp. 12–30). Academic Press.
   Google Scholar
• Kazemi, E., Ghousseini, H., Cunard, A., & Turrou, A. C. (2016). Getting inside rehearsals: Insights from teacher educators to support work on complex practice. Journal of Teacher Education, 67(1), 18–31. https://doi.org/10.1177/0022487115615191
   Web of Science ®Google Scholar
• Lampert, M. (2001). Teaching problems and the problems of teaching. Yale University Press.
   Google Scholar
• Lampert, M., Beasley, H., Ghousseini, H., Kazemi, E., & Franke, M. (2010). Using designed instructional activities to enable novices to manage ambitious mathematics teaching. In Instructional explanations in the disciplines (pp. 129–141). Springer. https://doi.org/10.1007/978-1-4419-0594-9_9
   Google Scholar
• Langer-Osuna, J. M. (2011). How Brianna became bossy and Kofi came out smart: Understanding the trajectories of identity and engagement for two group leaders in a project-based mathematics classroom. Canadian Journal of Science, Mathematics and Technology Education, 11(3), 207–225. https://doi.org/10.1080/14926156.2011.595881
   Google Scholar
• Langer-Osuna, J. M. (2015). From getting “fired” to becoming a collaborator: A case of the coconstruction of identity and engagement in a project-based mathematics classroom. Journal of the Learning Sciences, 24(1), 53–92. https://doi.org/10.1080/10508406.2014.944643
   Web of Science ®Google Scholar
• Langer-Osuna, J. M. (2016). The social construction of authority among peers and its implications for collaborative mathematics problem solving. Mathematical Thinking and Learning, 18(2), 107–124. https://doi.org/10.1080/10986065.2016.1148529
   Web of Science ®Google Scholar
• Lasater, K., Bengtson, E., & Albiladi, W. S. (2021). Data use for equity?: How data practices incite deficit thinking in schools. Studies in Educational Evaluation, 69, 100845. https://doi.org/10.1016/j.stueduc.2020.100845
   Web of Science ®Google Scholar
• Louie, N. (2017a). Supporting teachers’ equity-oriented learning and identities: A resource-centered perspective. Teachers College Record: The Voice of Scholarship in Education, 119(2), 1–42. https://doi.org/10.1177/016146811711900203
   Web of Science ®Google Scholar
• Louie, N. (2017b). 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
   Web of Science ®Google Scholar
• Louie, N. (2018). Culture and ideology in mathematics teacher noticing. Educational Studies in Mathematics, 97(1), 55–69. https://doi.org/10.1007/s10649-017-9775-2
   Web of Science ®Google Scholar
• Louie, N. (2020). Agency discourse and the reproduction of hierarchy in mathematics instruction. Cognition and Instruction, 38(1), 1–26. https://doi.org/10.1080/07370008.2019.1677664
   Web of Science ®Google Scholar
• Louie, N., Adiredja, A. P., & Jessup, N. (2021). Teacher noticing from a sociopolitical perspective: The FAIR framework for anti-deficit noticing. ZDM – Mathematics Education, 53(1), 95–107. https://doi.org/10.1007/s11858-021-01229-2
   Google Scholar
• Maloney, T., & Matthews, J. S. (2020). Teacher care and students’ sense of connectedness in the urban mathematics classroom. Journal for Research in Mathematics Education, 51(4), 399–432. https://doi.org/10.5951/jresematheduc-2020-0044
   Web of Science ®Google Scholar
• Martin, D. B. (2000). Mathematics success and failure among African-American youth: The roles of sociohistorical context, community forces, school influence, and individual agency. Routledge.
   Google Scholar
• Martin, D. B. (2009). Researching race in mathematics education. Teachers College Record: The Voice of Scholarship in Education, 111(2), 295–338. https://doi.org/10.1177/016146810911100208
   Web of Science ®Google Scholar
• Martin, D. B. (2013). Race, racial projects, and mathematics education. Journal for Research in Mathematics Education, 44(1), 316–333. https://doi.org/10.5951/jresematheduc.44.1.0316
   Web of Science ®Google Scholar
• Martin, D. B. (2019). Equity, inclusion, and antiblackness in mathematics education. Race Ethnicity and Education, 22(4), 459–478. https://doi.org/10.1080/13613324.2019.1592833
   Web of Science ®Google Scholar
• McDermott, R. (2001). The acquisition of a child by a learning disability. Understanding Learning: Influences and Outcomes, 2, 60–70.
   Google Scholar
• McDermott, R., Goldman, S., & Varenne, H. (2006). The cultural work of learning disabilities. Educational Researcher, 35(6), 12–17. https://doi.org/10.3102/0013189X035006012
   Google Scholar
• McDermott, R., & Varenne, H. (1995). Culture as disability. Anthropology & Education Quarterly, 26(3), 324–348. https://doi.org/10.1525/aeq.1995.26.3.05x0936z
   Web of Science ®Google Scholar
• McDuffie, A. R., Foote, M. Q., Bolson, C., Turner, E. E., Aguirre, J. M., Bartell, T. G., Drake, C., & Land, T. (2014). Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases. Journal of Mathematics Teacher Education, 17(3), 245–270. https://doi.org/10.1007/s10857-013-9257-0
   Google Scholar
• Mehta, J., Theisen-Homer, V., Braslow, D., & Lopatin, A. (2015). From quicksand to solid ground: Building a foundation to support quality teaching. Transforming Teaching Project.
   Google Scholar
• Nasir, N. S., & Cooks, J. (2009). Becoming a hurdler: How learning settings afford identities. Anthropology & Education Quarterly, 40(1), 41–61. https://doi.org/10.1111/j.1548-1492.2009.01027.x
   Web of Science ®Google Scholar
• Nasir, N. S., & Hand, V. (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), 143–179. https://doi.org/10.1080/10508400801986108
   Web of Science ®Google Scholar
• Oropeza, M. R. (2002). Huehuepohualli: Counting the ancestors’ heartbeat. Community Culture and Globalization, 25–39.
   Google Scholar
• Paris, D., & Winn, M. T. (2013). Humanizing research: Decolonizing qualitative inquiry with youth and communities. SAGE Publications.
   Google Scholar
• Philip, T. M. (2011). An “Ideology in Pieces” approach to studying change in teachers’ sensemaking about race, racism, and racial justice. Cognition and Instruction, 29(3), 297–329. https://doi.org/10.1080/07370008.2011.583369
   Web of Science ®Google Scholar
• Philip, T. M., Pham, J. H., Scott, M., & Cortez, A. (2022). Intentionally addressing nested systems of power in schooling through teacher solidarity co-design. Cognition and Instruction, 40(1), 55–76. https://doi.org/10.1080/07370008.2021.2010208
   Web of Science ®Google Scholar
• Rowland, T. (1999). Pronouns in mathematics talk: Power, vagueness and generalisation. For The Learning of Mathematics, 19(2), 19–26.
   Google Scholar
• Saddler, B., Moran, S., Graham, S., & Harris, K. R. (2004). Preventing writing difficulties: The effects of planning strategy instruction on the writing performance of struggling writers. Exceptionality, 12(1), 3–17. https://doi.org/10.1207/s15327035ex1201_2
   Google Scholar
• Schoenfeld, A. H. (2014). What makes for powerful classrooms, and how can we support teachers in creating them? A story of research and practice, productively intertwined. Educational Researcher, 43(8), 404–412. https://doi.org/10.3102/0013189X14554450
   Web of Science ®Google Scholar
• Scott, M. (2019). Forming a math crew: Supporting beginning teachers to navigate the tensions and contradictions of equity-oriented mathematics teaching. Berkeley.
   Google Scholar
• Shah, N. (2017). Race, ideology, and academic ability: A relational analysis of racial narratives in mathematics. Teachers College Record: The Voice of Scholarship in Education, 119(7), 1–42. https://doi.org/10.1177/016146811711900705
   Web of Science ®Google Scholar
• Shah, N., & Coles, J. A. (2020). Preparing teachers to notice race in classrooms: Contextualizing the competencies of preservice teachers with antiracist inclinations. Journal of Teacher Education, 71(5), 584–599. https://doi.org/10.1177/0022487119900204
   Web of Science ®Google Scholar
• Sharma, M. (2018). Seeping deficit thinking assumptions maintain the neoliberal education agenda: Exploring three conceptual frameworks of deficit thinking in inner-city schools. Education and Urban Society, 50(2), 136–154. https://doi.org/10.1177/0013124516682301
   Web of Science ®Google Scholar
• Stillman, J. (2011). Teacher learning in an era of high-stakes accountability: Productive tension and critical professional practice. Teachers College Record, 113(1), 133–180.
   Web of Science ®Google Scholar
• Stinson, D. W., & Bullock, E. C. (2012). Critical postmodern theory in mathematics education research: A praxis of uncertainty. Educational Studies in Mathematics, 80(1–2), 41–55. https://doi.org/10.1007/s10649-012-9386-x
   Web of Science ®Google Scholar
• Takeuchi, M. (2016). Transformation of discourse: multilingual resources and practices among Filipino mothers in Japan. International Journal of Bilingual Education and Bilingualism, 19(3), 235–248. https://doi.org/10.1080/13670050.2014.978262
   Web of Science ®Google Scholar
• Takeuchi, M., & Dadkhahfard, S. (2019). Rethinking bodies of learners through STEM education (pp. 199–216). Springer. https://doi.org/10.1007/978-3-030-29489-2_11
   Google Scholar
• Torres, M. (2005). “Doing Mestizaje”: When epistemology becomes ethics. In EntreMundos/AmongWorlds (pp. 195–203). Palgrave Macmillan, New York. https://doi.org/10.1057/9781403977137_19
   Google Scholar
• Turner, E. E., Drake, C., McDuffie, A. R., Aguirre, J., Bartell, T. G., & Foote, M. Q. (2012). Promoting equity in mathematics teacher preparation: A framework for advancing teacher learning of children’s multiple mathematics knowledge bases. Journal of Mathematics Teacher Education, 15(1), 67–82. https://doi.org/10.1007/s10857-011-9196-6
   Google Scholar
• van Es, E., Hand, V., & Mercado, J. (2017). Making visible the relationship between teachers’ noticing for equity and equitable teaching practice (pp. 251–270). Springer. https://doi.org/10.1007/978-3-319-46753-5_15
   Google Scholar
• Vernon-Feagans, L., Kainz, K., Amendum, S., Ginsberg, M., Wood, T., & Bock, A. (2012). Targeted reading intervention: A coaching model to help classroom teachers with struggling readers. Learning Disability Quarterly, 35(2), 102–114. https://doi.org/10.1177/0731948711434048
   Web of Science ®Google Scholar
• Wager, A. A. (2014). Noticing children’s participation: Insights into teacher positionality toward equitable mathematics pedagogy. Journal for Research in Mathematics Education, 45(3), 312–350. https://doi.org/10.5951/jresematheduc.45.3.0312
   Web of Science ®Google Scholar
• Wang, J., & Fulton, L. A. (2012). Mentor-novice relationships and learning to teach in teacher induction: A critical review of research. REMIE Multidisciplinary Journal of Educational Research, 2(1), 56.
   Google Scholar
• Wang, J., & Odell, S. J. (2007). An alternative conception of mentor–novice relationships: Learning to teach in reform-minded ways as a context. Teaching and Teacher Education, 23(4), 473–489. https://doi.org/10.1016/j.tate.2006.12.010
   Web of Science ®Google Scholar
• Warren, B., Vossoughi, S., Rosebery, A. S., Bang, M., & Taylor, E. V. (2020). Multiple ways of knowing*: Re-imagining disciplinary learning. In N. S. Nasir, C. D. Lee, R. Pea, & M. McKinney de Royston (Eds.), Handbook of the cultural foundations of learning (pp. 277–294). Routledge.
   Google Scholar
• Warren, C. A. (2018). Empathy, teacher dispositions, and preparation for culturally responsive pedagogy. Journal of Teacher Education, 69(2), 169–183. https://doi.org/10.1177/0022487117712487
   Web of Science ®Google Scholar
• Warren, C. A., & Hotchkins, B. K. (2015). Teacher education and the enduring significance of “false empathy”. The Urban Review, 47(2), 266–292. https://doi.org/10.1007/s11256-014-0292-7
   Google Scholar
• Warren Little, J. (2002). Locating learning in teachers’ communities of practice: opening up problems of analysis in records of everyday work. Teaching and Teacher Education, 18(8), 917–946. 10.1016/S0742-051X(02)00052-5
   Web of Science ®Google Scholar
• Windschitl, M., Thompson, J., & Braaten, M. (2011). Ambitious pedagogy by novice teachers: Who benefits from tool-supported collaborative inquiry into practice and why. Teachers College Record: The Voice of Scholarship in Education, 113(7), 1311–1360. https://doi.org/10.1177/016146811111300702
   Web of Science ®Google Scholar
• Wood, E. F. (1988). Math anxiety and elementary teachers: What does research tell us? For the Learning of Mathematics, 8(1), 8–13.
   Google Scholar
• Yeh, C., & Otis, B. M. (2019). Mathematics for whom: Reframing and humanizing mathematics. Occasional Paper Series, 2019(41), 8.
   Google Scholar
• Yeh, C., & Rubel, L. (2020). Queering mathematics: Disrupting binary oppositions in mathematics pre-service teacher education. In N. Radakovic & L. Jao (Eds.), Borders in mathematics pre-service teacher education (pp. 227–243). Springer.
   Google Scholar
• Zavala, M. (2018). Raza Struggle and the movement for ethnic studies: Decolonial pedagogies, literacies, and methodologies. Peter Lang International Academic Publishers.
   Google Scholar
• Zygmunt, E., Cipollone, K., Tancock, S., Clausen, J., Clark, P., & Mucherah, W. (2018). Loving Out Loud: Community mentors, teacher candidates, and transformational learning through a pedagogy of care and connection. Journal of Teacher Education, 69(2), 127–139. https://doi.org/10.1177/0022487117751640
   Web of Science ®Google Scholar