References
- Anzaldúa, G. E. (2002). Now let us shift. The path of conocimiento. Inner work, public acts. This bridge we call home: Radical visions for transformation. Routledge.
- Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Sage.
- DiGiacomo, D., & Gutiérrez, K. D. (2015). Relational equity as a design tool within making and tinkering activities. Mind, Culture, & Activity: An International Journal, 22(3), 1–15.
- Fierros, C. O., & Delgado Bernal, D. (2016). Vamos a pláticar: The contours of pláticas as Chicana/Latina feminist methodology. Chicana/Latina Studies, 15(2), 98–121.
- Freire, P. (1996). Pedagogy of the oppressed (revised). Continuum.
- Gonzalez, F. E. (2001). Haciendo que hacer-cultivating a mestiza worldview and academic achievement: Braiding cultural knowledge into educational research, policy, practice. International Journal of Qualitative Studies in Education, 14(5), 641–656. https://doi.org/10.1080/09518390110059847
- Gutiérrez, K. D. (2016). 2011 AERA presidential address: Designing resilient ecologies: Social design experiments and a new social imagination. Educational Researcher, 45(3), 187–196. https://doi.org/10.3102/0013189X16645430
- Gutiérrez, K. D. (2018). Social design–based experiments: A proleptic approach to literacy. Literacy Research: Theory, Method, and Practice, 67(1), 86–108. https://doi.org/10.1177/2381336918787823
- Gutiérrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44(1), 37–68. https://doi.org/10.5951/jresematheduc.44.1.0037
- 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
- Gutiérrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19–25. https://doi.org/10.3102/0013189X032005019
- Lara, I. (2005). Bruja positionalities: Toward a Chicana/Latina spiritual activism. Chicana/Latina Studies, 4(2), 10–45.
- Lerman, S. (2000). The social turn in mathematics education research. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 19–44). Ablex.
- 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
- Moll, L. C. (1998). Turning to the world: Bilingual schooling, literacy, and the cultural mediation of thinking. National Reading Conference Yearbook, 47, 59–75.
- Patton, M. (1990). Qualitative evaluation and research methods (2nd ed.). Sage.
- Saxe, G. B. (1988). Candy selling and math learning. Educational Researcher, 17(6), 14–21. https://doi.org/10.3102/0013189X017006014
- 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
- Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34–41.