Math is More Than Numbers: Beginning Bilingual Teachers' Mathematics Teaching Practices and Their Opportunities to Learn

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By Annie Chen and Lacy Tyler

Abstract

​Yeh, C. (2017). Math is more than numbers: Beginning bilingual teachers’ mathematics teaching practices and their opportunities to learn. Journal of Urban Mathematics Education, 10(2), 106-139.

Using What Matters To Students In Mathematics in Bilingual Mathematics Problems





By Jairo Aguayo and Scott Johnson

Abstract

Domínguez, H. (2011). Using what matters to students in bilingual mathematics problems. Educational Studies in Mathematics, 76(3), 305-328.

Teacher Learning in a Mathematics and Science Inquiry Professional Development Program: First Steps in Emergent Teacher Leadership
 


By Amtul Chaudry and Tor Ormseth

Abstract

Yow, J. A., & Lotter, C. (2016). Teacher learning in a mathematics and science inquiry professional development program: first steps in emergent teacher leadership. Professional Development in Education, 42(2), 325-351.

Integrating Professional Development on Mathematics and Equity: Countering Deficit Views of Students of Color




By Jessica Alvarado and Thomas Duarte

Abstract
​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.

Reimagining Critical Care and Problematizing Sense of School Belonging as a Response to Inequality for Immigrants and Children of Immigrants




By Ryan Kile and Nicholas Navarro

Abstract
DeNicolo, C. P., Yu, M., Crowley, C. B., & Gabel, S. L. (2017). Reimagining Critical Care and Problematizing Sense of School Belonging as a Response to Inequality for Immigrants and Children of Immigrants. Review of Research in Education, 41(1), 500-530.

Facilitating and Direct Guidance in Student-centered Classrooms: Addressing "lines or pieces" Difficulty




By Marvin Soto and Susie Meza

Abstract
Ding, M., & Li, X. (2014). Facilitating and direct guidance in student-centered classrooms: addressing “lines or pieces” difficulty. Mathematics Education Research Journal, 26(2), 353-376.

Eliciting Engagement in the High School Classroom: A Mixed-Methods Examination of Teaching Practices




By Jennifer Fuentes and Susie Min

Abstract
Cooper, K. S. (2014). Eliciting engagement in the high school classroom: A mixed-methods examination of teaching practices. American Educational Research Journal, 51(2), 363-402.

Fast Kids, Slow Kids, Lazy Kids: Framing the Mismatch Problem in Mathematics Teachers' Conversation




By Angela Reed and Guadalupe Serrano

Abstract
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.

Creating Context for Involvement in Mathematics
By Michelle Doherty and Gilbert Hernandez 

Abstract
Turner, J. C., Meyer, D. K., Cox, K. E., Logan, C., DiCintio, M., & Thomas, C. T. (1998). Creating contexts for involvement in mathematics. Journal of Educational Psychology, 90(4), 730.