Sociology, Policy, and Politics in Mathematics Education

Handbooks, special collections, etc.

• Atweh, B., Forgasz, H., & Nebres, B. (Eds.). (2001). Sociocultural research on mathematics education: An international perspective. Mahwah, NJ: Lawrence Erlbaum Associates.
• Bartell, TG (2018). Toward equity and social justice in mathematics education. Switzerland: Springer International Publishing.
• Boaler, J. (2000). Multiple perspectives on mathematics teaching and learning. Stamford, CT: Ablex.
• Cai, J. (2017). Compendium for research in mathematics education. Reston, VA: National Council of Teachers of Mathematics.
• Jurdak, M., Vithal, R., de Freitas, E., Gates, P., Kollosche, D. (2016). Social and Political Dimensions of Mathematics Education. Springer.
• Leonard, J. (2008). Culturally specific pedagogy in the mathematics classroom. New York: Routledge.
• Martin, D.B. (Ed.). (2009). Mathematics teaching, learning, and liberation in the lives of Black children. New York: Routledge.
• Nasir, N. S., & Cobb, P. (Eds.). (2007). Improving access to mathematics: Equity and diversity in the classroom. New York, NY: Teachers College Press.
• Oakes, J. (1990). Multiplying inequalities: The effects of race, social class, and tracking on opportunities to learn mathematics and science. Santa Monica, CA: The Rand Corporation.
• Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. New York, NY: Cambridge University Press.
• Special Equity Issue. (2013). Journal for Research in Mathematics Education, 44 (1).

Papers and chapters

• Akiba, M., et. al., Standards-based mathematics reforms and mathematics achievement of American Indian/Alaska Native eighth graders. Education Policy Analysis Archives v. 16 no. 20 (2008) p. 1-34
• Berry, R.Q. (2008). Access to upper-level mathematics: The stories of successful African American middle school boys. Journal for Research in Mathematics Education, 39 (5), 464-488.
• Boaler, J. (1999). Participation, knowledge and beliefs: A community perspective on mathematics learning. Educational Studies in Mathematics, 40, 259-281.
• Burton, L. (1999). The practices of mathematicians: What do they tell us about coming to know mathematics? Educational Studies in Mathematics, 37, 121-143.
• Cobb, P. and Hodge, L.L. (2002). A relational perspective on issues of cultural diversity and equity as they play out in the mathematics classroom. Mathematical thinking and learning, 4 (2&3), 249-284.
• Gutierrez, K.D. & Rogoff, B. (2003). Cultural ways of learning: individual traits or repertoires of practice. Educational Researcher, 32 (5), 19-25.
• Gutierrez, R. (2008). A “gap-gazing” fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, 39 (4),  357-364.
• Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban, Latino school. Journal for Research in Mathematics Education, 34(1), 37–73.
• Hamilton, L.S., McCaffrey, D.F., Stecher, B.M., Klein, S.P., Robyn, A., & Bugliari, D. (2003) . Studying Large-Scale Reforms of Instructional Practice: An Example from Mathematics and Science. Educational Evaluation and Policy Analysis, 25 (1), 1-29.
• Herzig, A.H. (2004). Becoming mathematicians: Women and students of color choosing and leaving doctoral mathematics. Review of Educational Research, 74 (2), 171-214.
• Horn, I. S. (2008). Turnaround students in high school mathematics: Constructing identities of competence through mathematical worlds. Mathematical Thinking and Learning, 10(3), 201–239.
• Lappan, G. & Wanko, J.J. (2003). The changing roles and priorities of the federal government in mathematics education in the United States. In G.M.A. Stanic & J. Kilpatrick (Eds.). A History of School Mathematics, Volume 2 (pp. 897-930). Reston, VA: National Council of Teachers of Mathematics.
• Lubienski, S. (2000). Problem solving as a means towards mathematics for all: An exploratory look through the class lens. Journal for Research in Mathematics Education, 31, 454–482.
• Martin, DB. (2013). Race, racial projects, and mathematics education. Journal for Research in Mathematics Education, 44(1), 316-333.
• Martin, D.B. (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(3), 197-229
• Masingila, J.O., Davidenko, S., and Prus-Wisniowska, E. (1996). Mathematics learning and practice in and out of school: A framework for connecting these experiences. Educational Studies in Mathematics, 31, 175-200.
• Moore, J. L. (2006). A qualitative investigation of African American males’ career trajectory in engineering: Implications for teachers, school counselors, and parents. Teachers College Record, 108(2), 246–266.
• Nasir, N. S. (2002). Identity, goals, and learning: Mathematics in cultural practice. Mathematical Thinking and Learning, 4(2–3), 213–247
• Porter, A., McMaken, J., Hwang, J., & Yang, R. (2011). Common core standards: The new US intended curriculum. Educational Researcher, 40 (3), 103-116.
• Riegle-Crumb, C. and King, B. (2010). Questioning a White Male Advantage in STEM: Examining Disparities in College Major. Educational Researcher  39(9), 656-664.
• Robinson, J. P., & Lubienski, S. T. (2011). The Development of Gender Achievement Gaps in Mathematics and Reading During Elementary and Middle School: Examining Direct Cognitive Assessments and Teacher Ratings. American Educational Research Journal, 48(2), 268–302. 
• Schmidt, W. & Houang, R. (2012). Curricular coherence and the Common Core State Standards for mathematics. Educational Researcher, 41 (8), 294-308.
• Slavin, R.E., Lake, C., & Groff, C. (2009). Effective programs in middle and high school mathematics: A best-evidence synthesis. Review of Educational Research, 79 (2), 839-911.
• Stein, M. K., Kaufman, J. H., Sherman, M., & Hillen, A. F. (2011). Algebra: A challenge at the crossroads of policy and practice. Review of Educational Research, 81(4), 453–492.
• 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.
• Tate, W. F. (1997). Race-ethnicity, SES, gender, and language proficiency trends in mathematics achievement: An update. Journal for Research in Mathematics Education, 28, 652-679.
• Wilson, L.D. (2007). High-stakes testing in mathematics. In F. Lester (Ed.) Second Handbook of Research on Mathematics Teaching and Learning (pp. 1099-1110). Reston, VA: National Council of Teachers of Mathematics.

Faculty publications

• Walker, E.N. (2006). Urban students’ academic communities and their effects on mathematics success. American Educational Research Journal, 43 (1), 41-71.
• Walker, E.N. (2012). Cultivating mathematics identities in and out of school and in between. Journal of Urban Mathematics Education, 5 (1), 66-83.
• Walker, E.N. (2012). Building mathematics learning communities: Improving outcomes in urban high schools. New York: Teachers College Press.
• Walker, Erica N. (2014). Beyond Banneker: black mathematicians and the paths to excellence. Albany, NY: State University of New York Press.

A few TC dissertations

• Benoit, Gregory. (2018). Mathematics in popular culture: An analysis of mathematical internet memes. 
• Butt, Intzar. (2011). Effects of academic track, school gender, location and sector on secondary school mathematics achievement: Results from six districts of Punjab, Pakistan.
• Stachelek, AJ (2014). The impact of culturally relevant mathematics pedagogy-based professional development on teachers’ instructional practices.

Members of the TSG

Erica Walker