What is the Mathematics in Mathematics Education?

Adiredja, 2019, Anti-deficit narratives: Engaging the politics of research on mathematical sense making, Journal for Research in Mathematics Education, 50, 401, 10.5951/jresematheduc.50.4.0401

Aguirre, J., Mayfield-Ingram, K., & Martin, D. (2013). The Impact of Identity in K-8 Mathematics: Rethinking Equity-Based Practices. NCTM.

Ani, K. (2021). Dear Citizen Math: How Math Class Can Inspire a More Rational and Respectful Society. Damascus Rodeo.

Ascher, M. (2017). Ethnomathematics: A multicultural view of mathematical ideas. Routledge.

Ascher, 1994, Ethnomathematics: A dialogue, For the Learning of Mathematics, 14, 36

Bell, D. (2018). Faces at the bottom of the well: The permanence of racism. Hachette UK.

Berry, R. (2022). Black men do math: Identity & Agency with Dr. Robert Berry. Podcast episode in Cheng, K. (Interviewer) Math Matters (2) [Audio podcast episode]. https://www.magmamath.com/post/episode-2-black-men-do-math-agency-identity.

Bishop, A. (1988). Mathematical enculturation: a cultural perspective in mathematics education. Dordrecht, Holland: D. Reidel Publishing Co.

Boaler, 1993, Encouraging the transfer of ‘school’ mathematics to the ‘real world’ through the integration of process and content, context and culture, Educational Studies in Mathematics, 25, 341, 10.1007/BF01273906

Butler, 2005, Gender trouble: Feminism and the subversion of identity GT, Political Theory, 4, 4

Carraher, 1985, Mathematics in the Streets and in Schools, British Journal of Developmental Psychology, 3, 21, 10.1111/j.2044-835X.1985.tb00951.x

Conway, B., Id-Deen, L., Raygoza, M., Ruiz, A., Staley, J. & Thanheiser, E. (2022). Middle school lessons to explore, understand, and respond to social injustice. Thousand Oaks, CA: Corwin Press/Reston, VA: National Council of Teachers of Mathematics.

D’ignazio, C., & Klein, L.F. (2020). Data feminism. MIT press.

DiAngelo, R. (2018). White fragility: Why it’s so hard for white people to talk about racism. Beacon Press.

Ellis, 2016, Women 1.5 times more likely to leave STEM pipeline after calculus compared to men: Lack of mathematical confidence a potential culprit, PloS One, 11, 10.1371/journal.pone.0157447

Felton-Koestler, 2017, Should mathematics teacher education be politically neutral?, Mathematics Teacher Educator, 6, 67, 10.5951/mathteaceduc.6.1.0067

Foote, 2011, Pathways to equity in mathematics education: How life experiences impact researcher positionality, Educational Studies in Mathematics, 78, 45, 10.1007/s10649-011-9309-2

Frank, 2020, Now: We can do hard things, Mathematics Teacher: Learning and Teaching PK-12, 113, 428, 10.5951/MTLT.2019.0376

Frankenstein, 1990, Incorporating race, gender, and class issues into a critical Mathematica literacy curriculum, The Journal of Negro Education, 59, 336, 10.2307/2295568

Freire, P. (1970). Pedagogy of the oppressed. Trans. 30th Anniversary.

Freire, P. (1994). Pedagogy of Hope, translated by Robert R. Barr. New York: Continuum.

Freire, P., & Macedo, D. (1987). Literacy. Reading the Word and the World. Massachusetts: Bergin and Garvey.

González, N., Moll, L.C., & Amanti, C. (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge.

Gutierrez, R. (2018, December). Rehumanizing Mathematics. Abolition Radio.

Gutiérrez, 2009, Embracing the inherent tensions in teaching mathematics from an equity stance, Democracy & Education, 18, 9

Gutiérrez, 2015, Nesting in Nepantla: The importance of maintaining tensions in our work, Interrogating Whiteness and Relinquishing Power: White Faculty’s Commitment to Racial Consciousness in STEM Classrooms, 253

Gutiérrez, R. (2017). Living Mathematx: Towards a Vision for the Future. North American Chapter of the International Group for the Psychology of Mathematics Education.

Gutiérrez, R., Irving, S., Gerardo, J.M., & Vargas, G.E. (2013). Mathematics, marginalized youth, and creative insubordination: A model for preparing teachers to reclaim the profession. R. Gutierrez (Chair), Reclaiming the Profession: Preparing Secondary Mathematics Teachers to Take a Stand in High-Poverty Schools. Symposium Presentation at the Annual Meeting of the American Educational Research Association, San Francisco, California.

Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. Taylor & Francis.

Gutstein, E. (2012). Reading and writing the world with mathematics: Toward a pedagogy for social justice. Routledge.

Han, S.B., Thanheiser, E., Sugimoto, A., Robinson, M., Koestler, C., Felton-Koestler, M.D., Bartels, H.E., Thompson, J.A., Penner, D., Wolfe, L. (2022). Connecting mathematics to the real world: One group of elementary mathematics teachers’ experience. In Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Nashville, TN: Middle Tennessee State University. (pp. 1395 – 1399) (pp. 1486–1494).

Harel, G. (2010). The role of mathematics in mathematics education research: Questions for public debate. Research Presesseion of the National Council of Teachers of Mathematics.

Heid, 2010, Where’s the math (in mathematics education research)?, Journal for Research in Mathematics Education, 41, 102, 10.5951/jresematheduc.41.2.0102

Herbert, 2011, What is rate? Does context or representation matter?, Mathematics Education Research Journal, 23, 455, 10.1007/s13394-011-0026-z

Hiebert, J., & Lefevre, P. (1986). Conceptual and procedural knowledge in mathematics: An Introductory Analysis. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 1–27). Erlbaum.

Hoyles, 2001, Proportional reasoning in nursing practice, Journal for Research in Mathematics Education, 32, 4, 10.2307/749619

Joseph, G.G. (2010). The crest of the peacock. Princeton University Press.

Jurdak, 2001, Problem solving activity in the workplace and the school: The case of constructing solids, Educational Studies in Mathematics, 47, 297, 10.1023/A:1015106804646

Kendall, M. (2021). Hood feminism: Notes from the women that a movement forgot. Penguin.

Kendi, I.X. (2016). Stamped from the beginning: The definitive history of racist ideas in America. Hachette UK.

Kilpatrick, J., Swafford, J., Findell, B., & N. research council. (2001). Adding it up: Helping children learn mathematics (National Research Council, Ed.; Vol. 2101). Citeseer.

Koestler, 2012, Beyond apples, puppy dogs, and ice cream: Preparing teachers to teach mathematics for equity and social justice, Teaching Mathematics for Social Justice: Conversations with Educators, 81

Lakoff, G. (2006). Simple framing. Rockridge Institute, 14.

Lakoff, G. (2014). The all new don’t think of an elephant!: Know your values and frame the debate. Chelsea Green Publishing.

Lave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in everyday life. Cambridge University Press.

Leyva, L. (2022, August 16). “Expanding Conceptions of Mathematical Ability at Intersections of Race, Gender, and Various Social Differences through Classroom Teaching Practices” Equity Webinar Series, National Council of Teachers of Mathematics accessed at: https://www.nctm.org/online-learning/Webinars/Details/616.

Louie, 2022, A socio-ecological framework for research in mathematics education, Journal for Research in Mathematics Education, 53, 365, 10.5951/jresematheduc-2022-0003

Louie, 2017, The culture of exclusion in mathematics education and its persistence in equity-oriented teaching, Journal for Research in Mathematics Education, 48, 488, 10.5951/jresematheduc.48.5.0488

Love, B.L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.

Martin, 2006, Mathematics learning and participation as racialized forms of experience: African American parents speak on the struggle for mathematics literacy, Mathematical Thinking and Learning, 8, 197, 10.1207/s15327833mtl0803_2

Martin, 2010, Mathematics as gatekeeper: Power and privilege in the production of knowledge, Journal of Urban Mathematics Education, 3, 12, 10.21423/jume-v3i2a95

Melhuish, 2022, The Efficacy of Research-Based “Mathematics for All” Professional Development, Journal for Research in Mathematics Education, 10.5951/jresematheduc-2019-0053

Moses, 2001, Organizing algebra: The need to voice a demand, Social Policy, 31, 4

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics (Issue May). Author.

National Governors Association. (2010). Common core state standards. Washington, DC.

Nellis, A. (2016). The color of justice: Racial and ethnic disparity in state prisons.

Nivens, 2017, Assessing journal quality in mathematics education, Journal for Research in Mathematics Education, 48, 348, 10.5951/jresematheduc.48.4.0348

Patel, L. (2015). Decolonizing educational research: From ownership to answerability. Routledge.

Reinholz, 2022, When active learning is inequitable: Women’s participation predicts gender inequities in mathematical performance, Journal for Research in Mathematics Education, 53, 204, 10.5951/jresematheduc-2020-0143

Reynolds, J., & Kendi, I.X. (2020). Stamped: Racism, antiracism, and you: A remix of the National Book Award-winning Stamped from the beginning. Little, Brown Books for Young Readers.

Robinson, M., Thanheiser, E., Sugimoto, A., Han, S.B., Koestler, C., Felton-Koestler, M.D., Bartels, H.E., Thompson, J.A., Wolfe, L. (2022). Building community in a research team through identity sharing. In In Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Nashville, TN: Middle Tennessee State University. (pp. 1395 – 1399) (pp. 479–487).

Rodríguez, 2022, A Critical Lens on Cognitively Guided Instruction: Perspectives from Mathematics Teacher Educators of Color, Mathematics Teacher Educator, 10, 191, 10.5951/MTE.2020.0015

Rothstein, R. (2017). The color of law: A forgotten history of how our government segregated America. Liveright Publishing.

Saad, L.F. (2020). Me and white supremacy: Combat racism, change the world, and become a good ancestor. Sourcebooks, Inc.

Skovsmose, 1985, Mathematical education versus critical education, Educational Studies in Mathematics, 16, 337, 10.1007/BF00417191

Skovsmose, 1994, Towards a critical mathematics education, Educational Studies in Mathematics, 27, 35, 10.1007/BF01284527

de Sousa Santos, 2007, Beyond abyssal thinking: From g lobal lines to ecologies of knowledges, Review (Fernand Braudel Center), 45

Star, 2005, Research Commentary: Reconceptualizing Procedural Knowledge, Journal for Research in Mathematics Education, 36, 404

Star, 2007, Research Commentary: A Rejoinder Foregrounding Procedural Knowledge, Journal for Research in Mathematics Education, 38, 132

Steele, C.M. (2011). Whistling Vivaldi: How stereotypes affect us and what we can do. WW Norton & Company.

Steen, 1988, The science of patterns, Science, 240, 611, 10.1126/science.240.4852.611

Stinson, D., & Walshaw, M. (2017). Exploring Different Theoretical Frontiers for Different (and Uncertain) Possibilities in Mathematics Education Research. In J. Cai (Ed.), Compendium for research in mathematics education. National Council of Teachers of Mathematics.

Stinson, D.W., Wager, A., & Leonard, J. (2012). Teaching mathematics for social justice: Conversations with educators. Reston, VA: National Council of Teachers of Mathematics.

Tatum, B.D. (2017). Why are all the Black kids sitting together in the cafeteria?: And other conversations about race. Hachette UK.

Thanheiser, 2009, Preservice elementary school teachers’ conceptions of multidigit whole numbers, Journal for Research in Mathematics Education, 40, 251, 10.5951/jresematheduc.40.3.0251

Thanheiser, 2010, Investigating further preservice teachers’ conceptions of multidigit whole numbers: Refining a framework, Educational Studies in Mathematics, 75, 10.1007/s10649-010-9252-7

Thanheiser, 2012, Understanding multidigit whole numbers: The role of knowledge components, connections, and context in understanding regrouping 3+-digit numbers, Journal of Mathematical Behavior, 31, 10.1016/j.jmathb.2011.12.007

Thanheiser, 2014, Developing prospective teachers’ conceptions with well-designed tasks: explaining successes and analyzing conceptual difficulties, Journal of Mathematics Teacher Education, 18, 141, 10.1007/s10857-014-9272-9

Thanheiser, 2018, Brief report: The impact of preservice elementary teachers' accurate self-assessments in the context whole number, Journal for Research in Mathematics Education, 49, 39, 10.5951/jresematheduc.49.1.0039

Thanheiser, 2019, Leveraging variation of historical number systems to build understanding of the base-ten place-value system, ZDM, 51, 39, 10.1007/s11858-018-0984-7

Thanheiser, 2020, Mathematics to Understand and Critique the World: Reconceiving Mathematics in a Mathematics Content Course for Elementary School Teachers, Investigations in Mathematics Learning, 1

Thanheiser, 2021, If the world were a village: Learning mathematics while learning about the world, Mathematics Teacher Educator, 9, 202, 10.5951/MTE.2020.0021

Thanheiser, 2023, Teaching routines and student-centered mathematics instruction: The essential role of conferring to understand student thinking and reasoning, The Journal of Mathematical Behavior, 70, 10.1016/j.jmathb.2023.101032

Wager, A., Thanheiser, E., Koestler, C., Yeh, C., & Jessup, N. (2022). Critical literacy in mathematics teacher education. In The Anti Script: Critical Literacy in Preservice Elementary Education. Peter Lang Publishing.

Wager, A.A. (2008). Developing equitable mathematics pedagogy. University of Wisconsin--Madison.

Wagner, D. (2017). Reflections on research positioning: Where the math is and where the people are. In The Disorder of Mathematics Education (pp. 291–306). Springer.

Weber, K., & Melhuish, K. (2022). Can We Engage Students in Authentic Mathematical Activity While Embracing Critical Pedagogy? A Commentary on the Tensions Between Disciplinary Activity and Critical Education. Canadian Journal of Science, Mathematics and Technology Ed.

Wilkerson, I. (2020). Caste (Oprah’s Book Club): The origins of our discontents. Random House.

Williams, 2017, Journal quality in mathematics education, Journal for Research in Mathematics Education, 48, 369, 10.5951/jresematheduc.48.4.0369

Yeh, 2020, From the margin to the center: A framework for rehumanizing mathematics education for students with dis/abilities, The Journal of Mathematical Behavior, 58, 10.1016/j.jmathb.2020.100758

Yeh, 2021, Rightful presence in times of crisis and uprisings: A call for disobedience, Equity & Excellence in Education, 1

Yeh, C., Bianco, K., Asato, K., Thanheiser, E., Breana, V., Roady, N., Elliott, R., & Heaton, R. (2022). Navigating the white space of mathematics: Lessons learned from mathematics teacher educators of color. In Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Nashville, TN: Middle Tennessee State University. (pp. 1486–1494).