Handbooks, special collections, etc.

• Boaler, J. (2000). Multiple perspectives on mathematics teaching and learning. Stamford, CT: Ablex.
• Brahier, D.J. & Speer, W.R. (2011). Motivation and disposition: Pathways to learning mathematics—Seventy third Yearbook. Reston, VA: National Council of Teachers of Mathematics.
• Hannula, M.S., Di Martino, P., Pantziara, M., Zhang, Q., Morselli, F., Heyd-Metzuyanim, E., Lutovac, S., Kaasila, R., Middleton, J.A., Jansen, A., Goldin, G.A. (2016). Attitudes, Beliefs, Motivation and Identity in Mathematics Education. An Overview of the Field and Future Directions. Springer.
• McLeod, D.B. & Adams, V.M. (Eds.). (1989). Affect and mathematical problem solving: A new perspective. New York: Springer.
• Stanic, George M. A., & Kilpatrick, Jeremy. (2003). A history of school mathematics. Reston, VA: National Council of Teachers of Mathematics.

Papers and chapters

• Boaler, J. & Greeno, J. (2000). Identity, agency, and knowing in mathematical worlds. In  J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 171-200). Stamford,CT: Ablex.
• Bol L. & Berry R.Q. (2005). Secondary mathematics teachers’ perceptions of the achievement gap. High School Journal, 32–45.
• Chen, C. & Stevenson, H.W. (1995). Motivation and mathematics achievement: A comparative study of Asian-American, Caucasian American, and East Asian high school students. Child Development, 66, 1215-1234.
• Epstein, D., Mendick, H., & Moreau, M-P. (2010). Imagining the mathematician: Young people talking about popular representations of maths. Discourse: Studies in the cultural politics of education, 31(1), 45–60.
• Fennema, E., & Sherman, J. (1976). Fennema-Sherman Mathematics Attitudes Scales: Instruments Designed to Measure Attitudes toward the Learning of Mathematics by Females and Males. Journal for Research in Mathematics Education, 7(5), 324-326.
• Fennema, E., Peterson, P.L., Carpenter, T.P., & Lubinski, C.A. (1990). Teachers’ attributions and beliefs about girls, boys, and mathematics. Educational Studies in Mathematics, 21 (1), 55-69.
• Gonzalez Thompson, A. (1984). The relationship of teachers’ conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15 (2), 105-127.
• Hembree, R. (1990). The Nature, Effects, and Relief of Mathematics Anxiety. Journal for Research in Mathematics Education, 21(1), 33-46
• Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2015). Intergenerational Effects of Parents’ Math Anxiety on Children’s Math Achievement and Anxiety. Psychological Science, 26(9), 1480–1488. 
• Nasir, N.S. & Saxe, G.B. (2003). Ethnic and academic identities: A cultural practice perspective on emerging tensions and their management in the lives of minority students. Educational Researcher, 32 (5), 14-18.
• Raymond, A.M. (1997). Inconsistency between a beginning elementary school teacher's mathematics beliefs and teaching practice. Journal for Research in Mathematics Educa tion, 28, (5), 550-576
• Schukajlow, S., Rakoczy, K. & Pekrun, R. (2017). Emotions and motivation in mathematics education: theoretical considerations and empirical contributions. ZDM Mathematics Education, 49(3), 307 – 322. 
• Spencer, J. (2009). Identity at the crossroads: Understanding the practices and forces that shape African American success and struggle in mathematics. In D.B. Martin (Ed.). Mathematics teaching, learning, and liberation in the lives of black children (pp. 200-230). New York: Routledge.
• Steele, C.M. (1997).  A threat in the air: How stereotypes shape the intellectual identities and performance of women and African Americans. American Psychologist, 52, 613-629.
• Stipek, D.J., Givvin, K.B., Salmon, J.M., MacGyvers, V.L. (2001). Teachers’ beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17 (2001), 213-226.
• Treisman, U. (1992). Studying students studying calculus: A look at the lives of minority mathematics students in college.  The College Mathematics Journal, 23 (5), 362-372.
• Wang, X. (2013). Why Students Choose STEM Majors: Motivation, High School Learning, and Postsecondary Context of Support. American Educational Research Journal, 50(5), 1081–1121.
• Watt, H. M. G., Shapka, J. D., Morris, Z. A., Durik, A. M., Keating, D. P., & Eccles, J. S. (2012). Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans: A comparison of samples from Australia, Canada, and the United States. Developmental Psychology, 48(6), 1594-1611.
• Woolley, M.E., Strutchens, M.E., Gilbert, M.C., Martin, W.G. (2010). Mathematics success of black middle school students: Direct and indirect effects of teacher expectations and reform practices. Negro Educational Review, 61 (1-4), 41-59.

Faculty publications

• Walker, E. N. (2012). Building mathematics learning communities: Improving outcomes in urban high schools. New York, NY: Teachers College Press.
• Walker, E. N., & McCoy, L. M. (2013). Students’ voices: African Americans and mathematics. In F. Fennell, & W. Speer (Eds.), Defining mathematics education: Presidential yearbook selections, 1926-2012 (pp. 315-324). Reston, VA: NCTM.  (Reprinted from Multicultural and gender equity in the mathematics classroom: The gift of diversity, 1997 yearbook, pp. 71-80, 1997, Reston, VA: National Council of Teachers of Mathematics).
• Walker, E. N. (2007). Preservice teachers’ perceptions of mathematics education in urban schools.  Urban Review, 39(5), 519-540.

A few TC dissertations

• Alexander, Nathan N. (2015). Statistical Models of Identity and Self-Efficacy in Mathematics on a National Sample of Black Adolescents from HSLS:09.
• Jo, Lydia. (2012). Asian American college students' mathematics success and the model minority stereotype.
• Quan, Stephanie. (2015). The impact of stressful situations on mathematics anxiety and mathematics performance.

Members of the TSG

Erica Walker