An Evolving Bibliography*

**Mathematics Education,
Society, and Peace**

GCEDM/CMESG

Working Group A

1.
Adler, J. (1998). A language of teaching dilemmas: Unlocking the complex multilingual
secondary mathematics classroom. *For the Learning of Mathematics, 18*(1), 24-33.

2.
Allexsaht-Snider, M., & Hart, L. (2001). Mathematics for
all: How do we get there? *Theory Into Practice, 40*(2), 93-101.

3.
Amit, M., & Fried, M. (2002). Research, reform and times
of change. In L. English (Ed.), *Handbook of international research in mathematics
education* (pp. 355-381). Mahwah, NJ:
Lawrence Erbaum Associates.

4.
Anhalt, C., Allexsaht-Snider, M., & Civil, M. (2002).
Middle school mathematics classrooms: A place for Latina parents' involvement. *Journal
of Latinos and Education, 1*(4), 255-262.

5.
Apple, M. (1992a). Do the standards go far enough? Power,
policy, and practice in mathematics education. *Journal for Research in
Mathematics Education, 23*(5), 412-431.

6.
Apple, M. (1992b). Thinking more politically about the
challenge before us: A response to Romberg. *Journal for Research in
Mathematics Education, 23*(5), 438-440.

7.
Apple, M. (2000). Mathematics reform through conservative
modernization? Standards, markets, and inquality in education. In J. Boaler
(Ed.), *Multiple perspectives on mathematics teaching and learning* (pp. 243-259). Westport: Ablex.

8.
Apple, M., & Beyer, L. (1999). Social evaluation of the
curriculum. In M. Apple (Ed.), *Power, Meaning, and identity: Essays in
Critical Education Studies* (pp. 53-70). New
York: Peter Lang.

9.
Ascher, M., & D'Ambrosio, U. (1994). Ethnomathematics: A
dialogue. *For the Learning of Mathematics, 14*(2), 36-43.

10.
Atweh, B., & Clarkson, P. (2001). Internationalization and
globalization of mathematics education: Toward an agenda for research/action.
In B. Atweh, H. Forgasz & B. Nebres (Eds.), *Sociocultural research on
mathematics education* (pp. 77-94). Mahwah,
NJ: Lawrence Erlbaum Associates.

11.
Atweh, B., Forgasz, H., & Nebres, B. (2001). *Sociocultural
research on mathematics education: An international perspective.* Mahwah, NJ: Lawrence Erlbaum.

12.
Barton, B. (1999). Ethnomathematics: A political plaything. *For
the Learning of Mathematics, 19*(1), 32-35.

13.
Barton, B. (2004). Mathematics and mathematical practices:
Where to draw the line? *For the Learning of Mathematics, 24*(1), 22-24.

14.
Barton, B., Fairhall, U., & Trinick, T. (1998). Tikanga,
reo, tatai: Issues in the development of a Maori mathematics register. *For
the Learning of Mathematics, 19*(1), 3-9.

15.
Barwell, R., & Setati, M. (2005). Multilingualism in
mathematics education: A conversation between the north and the south. *For
the Learning of Mathematics, 25*(1), 20-23.

16.
Becker, J., & Jacob, B. (2000). The politics of California
school mathematics. The anti-reform of 1997-1999. *Phi Delta Kappan, 81*(7), 529-537.

17.
Bishop, A. J. (1994). Cultural conflicts in mathematics
education: Developing a research agenda. *For the Learning of Mathematics, 14*(2), 15-18.

18.
Boaler, J. (2002). *Experiencing school mathematics.* Mahwah, NJ: Lawrence Erlbaum Associates.

19.
Boaler, J. (2003). Learning from teaching: Exploring the
relationship between reform curriculum and equity. *Journal for Research in
Mathematics Education, 33*(4), 239 - 258.

20.
Books, S. (2004). *Poverty and schooling in the U.S.:
Contexts and consequences.* Mahwah, NJ:
Lawrence Erlbaum Associates.

21.
Brent, D. (2001). Why teach mathematics to all students? *For
the Learning of Mathematics, 21*(1), 17-24.

22.
Campbell, J. R., Hombo, C. M., & Mazzeo, J. (2000). *NAEP
1999 trends in academic progress: Three decades of student performance.* Washington, DC: US Department of Education.

23.
Civil, M., & Planas, N. (2004). Participation in the
mathematics classroom: Does every student have a voice? *For the Learning of
Mathematics, 24*(1), 7-12.

24.
Cobb, P., & Hodge, L. L. (2002a). Diversity, Equity, and
Mathematical Learning. *Mathematical Thinking and Learning, 4*((2&3)).

25.
Cobb, P., & Hodge, L. L. (2002b). 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.

26.
D'Ambrosio, U. (1997a). Diversity, equity, and peace: From
dream to reality. In J. Trentacosta & M. J. Kenney (Eds.), *Multicultural
and Gender Equality in the Mathematics Classroom: The Gift of Diversity* (pp. 243-248). Reston, VA: National Council of
Teachers of Mathematics.

27.
D'Ambrosio, U. (1997b). Remembering Paulo Freire. *For the
Learning of Mathematics, 17*(3), 7-10.

28.
D'Ambrosio, U. (1997c). Where does ethnomathematics stand
nowadays? *For the Learning of Mathematics, 17*(2), 13-17.

29.
Drier, O. (1999). Personal trajectories of participation
across context of social practice. *Outlines, 4*, 5-31.

30.
Dylan, W., Bartholomew, H., & Reay, D. (2004). Assessment,
learning, and identity. In P. Valero & R. Zevenbergen (Eds.), *Researching
the sociopolitical dimensions of mathematics education: Issues of power in
theory and methodology* (pp. 43-61).
Dordrecht: Kluwer Academic Publishers.

31.
Engeström, Y., Miettinen, R., & Punamaki, R. L. (1999). *Perspectives
on activity theory*. Cambridge: Cambridge
University Press.

32.
English, L. (Ed.). (2002). *Handbook of international
research in mathematics education*. Mahwah,
NJ: Lawrence Erlbaum Associates.

33.
Ernest, P. (2002). Empowerment in mathematics. *Philosophy
of Mathematics Education Journal, 15*.

34.
Fasher, M. (1997). Is math in the classroom neutral--or dead?
A view from Palestine. *For the Learning of Mathematics, 17*(2), 17-24.

35.
Frankenstein, M. (1995). Equity in mathematics education:
Class in the world outside the class. In W. Secada, E. Fennema & L. Adajian
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Press.

36.
Frankenstein, M. (1997). In addition to the mathematics.
Including equity issues in the curriculum. In J. Trentacosta & M. J. Kenney
(Eds.), *Multicultural and Gender Equity in the Mathematics Classroom: The
Gift of Diversity* (pp. 10-22). Reston, VA:
National Council of Teachers of Mathematics.

37.
Freire, P., D'Ambrosio, U., & Mendonca, M. d. C. (1997). A
conversation with Paulo Freire. *For the Learning of Mathematics, 17*(3), 7-10.

38.
Gerdes, P. (1994). Reflections on ethnomathematics. *For the
Learning of Mathematics, 14*(2), 19-22.

*39.
*Greeno, J. G., & Hull, G. (2002). Identity and agency
in non-school and school worlds. *Manuscript submitted for publication.*

40.
Gresalfi, M., Martin, T., Hand, V., & Greeno, J. G.
(2004). Constructing competence: An analysis of student participation in the
activity systems of mathematics classrooms. *Submitted for Publication*.

41.
Gutierrez, K. D., Baquedano-Lopez, P., & Tejada, C.
(1999). Rethinking diversity: Hybridity and hybrid language practices in the
third space. *Mind, Culture, and Activity, 6*(4),
286-303.

42.
Gutierrez, R. (2002). Enabling the practice of mathematics
teachers in context: Toward a new equity research agenda. *Mathematics, 4*(2&3), 145-187.

43.
Gutstein, E., Lipman, P., Hernandez, P., & de los Reves,
R. (1997). Culturally relevant mathematics teaching in a Mexican American
community. *Journal for Research in Mathematics Education, 28*(6), 709-737.

44.
Hart, L. E. (2003). Some directions for research on equity and
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45.
Holland, D., Lachiotte, W., Skinner, D., & Cain, C.
(1998). *Identity and agency in cultural worlds*. Cambridge, MA: Harvard University Press.

46.
Holland, P. (2001). The false linking of race and causality:
Lessons from standardized testing. *Race & Society, 4*, 219-233.

47.
Hood, S. (1998). Culturally responsive performance-based
assessment: Conceptual and psychometric considerations. *Journal of Negro
Education*.

48.
Katz, V. J. (1994). Ethnomathematics in the classroom. *For
the Learning of Mathematics, 14*(2), 26-30.

49.
Khisty, L. L. (1995). Making inequality: Issues of language
and meanings in mathematics teaching with Hispanic students. In W. G. Secada,
E. Fennema & et al (Eds.), *New directions for equity in mathematics
education* (pp. 279-297). New York, NY, US:
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50.
Kitchen, R. S. (1995). Making equity and multicuturalism
explicit to transform mathematics education. In A. J. Rodriguez & R. S.
Kitchen (Eds.), *Preparing mathematics and science teachers for diverse
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51.
Kitchen, R. S., & Becker, J. R. (1998). Mathematics,
culture, and power. *Journal for Research in Mathematics Education, 29*(3), 357-363.

52.
Knapp, M., Shields, P., & Turnbull, B. (1995). Academic
challenges in high-poverty classrooms. *Phi Delta Kappan*, 770-776.

53.
Knijinik, G. (2002). Ethnomathematics: Culture and politics of
knowledge in mathematics. *For the Learning of Mathematics, 22*(1), 11-14.

54.
Ladson-Billings, G. (1995a). Making mathematics meaningful in
multicultural contexts. In W. G. Secada, E. Fennema & L.B.Adajian (Eds.), *New
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55.
Ladson-Billings, G. (1995b). Towards a theory of culturally
relevant pedagogy. *American Educational Research Journal, 32*(3), 465-491.

56.
Ladson-Billings, G. (1997). It Doesn't Add Up: African
American Students' mathematics Achievement. *Journal for Research in
Mathematics Education, 28*(6), 697-708.

57.
Ladson-Billings, G. (1999). Just what is Critical Race Theory
and what it's doing in a *nice* field like
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58.
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59.
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60.
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61.
Lee, C. (1998). Culturally responsive pedagogy and performance-based
assessment. *Journal of Negro Education, 67*(3),
268-279.

62.
Lee, C. D. (2001). Is October Brown Chinese? A cultural
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Research Journal, 38*(1), 97-141.

63.
Lee, J. (Jan/Feb 2002). Racial and ethnic achievement gap
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64.
Lipman, P. (2004). *High stakes education: Inequality,
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65.
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66.
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67.
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68.
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69.
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70.
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71.
Martin, D. (in press). Mathematics Learning and Participation
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72.
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73.
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74.
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75.
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76.
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77.
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78.
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79.
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80.
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81.
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82.
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83.
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84.
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88.
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92.
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94.
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95.
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96.
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97.
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98.
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99.
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* Special thanks to
the following individuals for their generous contributions: Eric (Rico)
Gutstein, F. Frank Lai, Danny B. Martin, Ralph Mason, and Roberta Mura.