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.         Engestr÷m, 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 (Eds.), New directions for equity in mathematics education (pp. 165-190). New York, NY: Cambridge University 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 justice in mathematics education. In L. Burton (Ed.), Which way social justice in mathematics education? (pp. 27-49). Westport, CT: Praeger.

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: Cambridge University Press.

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 classrooms (pp. 33-60). Mahwah, NJ: Lawrence Erlbaum Associates.

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 Directions for Equity in Mathematics Education (pp. 279-297). Cambridge: Cambridge University Press.

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 education? In L. Parker, D. Deyhle & S. Villenas (Eds.), Race is.race isn't. Critical Race theory and qualitative studies in education (pp. 7-30). Boulder, CO: Westview Press.

58.         Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47-68.

59.         Lampert, M. (2001). Teaching problems and the problems of teaching. New Haven: Yale University Press.

60.         Leave No Child Behind (Children's Defense Fund). Not to be confused with NCLB. from http://www.childrensdefense.org/theact/default.asp

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 modeling activity system for underachieving students. American Educational Research Journal, 38(1), 97-141.

63.         Lee, J. (Jan/Feb 2002). Racial and ethnic achievement gap trends: Reversing the progress toward equity? Educational Researcher, 31(1), 3-12.

64.         Lipman, P. (2004). High stakes education: Inequality, globalization, and urban school reform. New York: RoutledgeFalmer.

65.         Lubienski, S. (2001a). Are the NCTM Standards reaching all students: An examination of race, class, and instructional practices. Paper presented at the annual meeting of the American Educational Research Association, Seattle.

66.         Lubienski, S. (2001b). A second look at mathematics achievement gaps: Intersections of race, class, and gender in NAEP data. Paper presented at the the annual meeting of the American Education Research Association, Seattle.

67.         Lubienski, S. (2002). Research, reform, and equity in US mathematics education. Mathematics, 4(2&3), 103-125.

68.         Malloy, C. (2002). Democratic access to mathematics through democratic education: An introduction. In L. English (Ed.), Handbook of international research in mathematics education. Mahwah, NJ: Lawrence Erlbaum Associates.

69.         Martin, D. (2000). Mathematics success and failure among African American youth. Mahwah, NJ: Lawrence Erlbaum Associates.

70.         Martin, D. (2003). Hidden assumptions and unaddressed in questions in mathematics for all rhetoric. The Mathematics Teacher, 13(2), 17-21.

71.         Martin, D. (in press). Mathematics Learning and Participation as a Racialized Experience: African American Parents Speak on the Struggle for Mathematics Literacy. To appear in Mathematical Thinking and Learning.

72.         Martin, D., Franco, J., & Mayfield-Ingram, K. (2004). Mathematics Education, Opporunity, and Social Justice: Advocating for Equity and Diversity Within the Context of Standards-based Reform. In J. Ferrini Mundy & F. Lester (Eds.), Proceedings of NCTM Catalyst Conference. Reston, VA: NCTM.

73.         Meyer, M. R. (1989). Equity: The missing element in recent agendas for mathematics education. Peabody Journal of Education, 66(2), 6-21.

74.         Moore, C. G. (1994). Research in Native American mathematics education. For the Learning of Mathematics, 14(2), 9-14.

75.         Mora, J. K. (2002). Caught in a policy web: The impact of educational reform on Latino education. Journal of Latinos and Education, 1(2), 29-44.

76.         Morgan, C. (2000). Better assessment in mathematics education? A social perspective. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 225-242). Westport: Ablex.

77.         Moschkovich, J. N. (2002). A Situated and Sociocultural Perspective on Biligual Mathematics Learners. Mathematical Thinking and Learning, 4(2&3), 189-212.

78.         Moses, R., Kamii, M., Swap, S., & Howard, J. (1989). The Algebra Project: Organizing in the spirit of ella. Harvard Educational Review, 59(4), 423-443.

79.         Moses, R. P., & Cobb, C. E. (2001). Radical Equations: Math literacy and civil rights. Boston: Beacon Press.

80.         Murtadha-Watts, K., & D'Ambrosio, B. S. (1997). A convergence of transformative multicultural and mathematics instruction: Dilemmas of group deliberations for curriculum change. Journal for Research in Mathematics Education, 28(6), 767-782.

81.         Nasir, N., & Cobb, P. (2002). Diversity, equity, and mathematical learning. Mathematical Thinking and Learning, 4(2&3).

82.         Nasir, N. S. (2002). Identiy, Goals, and Learning: Mathematics in Cultural Practice. Mathematical Thinking and Learning, 4(2&3), 213-248.

83.         Nasir, N. S., & Hand, V. M. (2003). From the Court to the Classroom: Managing Identities as Learners in Basketball and Classroom Mathematics. Stanford University: Unpublished manuscript.

84.         National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. Washington, DC: U. S. Government Printing Office.

85.         National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.

86.         National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. from http://standards.nctm.org/

87.         National Research Council. (1989). Everybody counts: A report to the nation on the future of mathematics education.

88.         NCTM Research Committee. (2005). Equity in school mathematics education: How can research contribute? Journal for Research in Mathematics Education, 36(2), 92-100.

89.         No Child Left Behind (The Elementary and Secondary Education Act). from http://www.ed.gov/policy/elsec/leg/esea02/index.html

90.         See also the National Education Association home page at http://www.nea.org/esea

91.         Noguera, P. (2003). City schools and the American dream: Reclaiming the promise of public education. New York: Teachers College Press.

92.         Oakes, J. (1990). Opportunities, achievement and choice: Women and minority students in science and mathematics. In C. B. Cazden (Ed.), Review of research in education (Vol. 16, pp. 153-222). Washington, DC: AERA.

93.         Oakes, J., Joseph, R., Muir, K. (2001). Access and achievement in mathematics and science. In J. A. Banks, C.A. McGee Banks (Ed.), Handbook of research on multicultural education (pp. 69-90). San Francisco: Jossey-Bass.

94.         Oakes, J., Wells, A. S., Jones, M., & Datnow, A. (1997). Detracking: The social construction of ability, cultural politics, and resistance to reform. Teachers College Record, 98(3), 482-510.

95.         Ortiz-Franco, L., & Flores, W. (2001). Sociocultural considerations and Latino mathematics achievement: A critical review. In B. Atweh, H. Forgasz & B. Nebres (Eds.), Sociocultural research on mathematics education (pp. 233-253). Mahwah, NJ: Lawrence Erlbaum Associates.

96.         Packer, M., & Goicoechea, J. (2000). Sociocultural and constructivist theories of learning: Ontology, not just epistemology. Educational Psychologist, 35(4), 227-241.

97.         Pinxten, R. (1994). Ethnomathematics and its practice. For the Learning of Mathematics, 14(2), 23-25.

98.         Powell, A. B. (2002). Ethnomathematics and the challenges of racism in mathematics education. In P. Valero & O. Skovsmose (Eds.), Proceedings of the Third International Mathematics Education and Society Conference (Vol. 1, pp. 15-29). Copenhagen: Centre for Research in Learning Mathematics.

99.         Powell, A. B. (2004). The diversity backlash and the mathematical agency of students of color. In M. J. H°ines & A. B. Fuglestad (Eds.), Proceedings of the twenty-eighth conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 37-54). Bergen, Norway: Bergen University College.

100.      Powell, A. B., & Frankenstein, M. (2001). In memoriam of Dirk Jan Struik: Marxist mathematician, historian and educator. For the Learning of Mathematics, 21(1), 40-43.

101.      Powell, A. B., & Frankenstein, M. (Eds.). (1997). Ethnomathematics: Challenging eurocentrism in mathematics education. Albany, New York: State University of New York.

102.      RAND Mathematics Study Panel. (2003). Mathematics proficiency for all students: Toward a strategic research and development program in mathematics education. from http://www.rand.org/publications/MR/MR1643/

103.      Research Advisory Committee. (1989). The mathematics education of underserved and underrepresented groups: A continuing challenge. Journal for Research in Mathematics Education, 20(4), 371-375.

104.      Reyes, L. H., & Stanic, G. (1988). Race, sex, socioeconomic status, and mathematics. Journal for Research in Mathematics Education, 19, 26-43.

105.      Roberts, T. (1998). Mathematical registers in Aboriginal languages. For the Learning of Mathematics, 18(1), 10-16.

106.      Romberg, T. (1992). Futher thoughts on the Standards: A reaction to Apple. Journal for Research in Mathematics Education, 23(5), 432-437.

107.      Saxe, G. B. (1999). Congition, Development, and Cultural Practices. New Directions for Child and Adolescent Development, 83, 19-35.

108.      Schoenfeld, A. H. (2002a). Looking for Leverage: Issues of classroom research on "Algebra for All". Paper presented at the the 2nd International Conference on the Teaching of Mathematics, Crete, July 1-6, 2002.

109.      Schoenfeld, A. H. (2002b). Making Mathematiccs Work for All Children: Issues of Standards, Testing, and Equity. Educational Researcher, 31(1), 13-25.

110.      Schoenfeld, A. H. (in press). Math wars. In B. C. Johnson & W. L. Boyd (Eds.), 2004 Politics of Education Yearbook.

111.      Secada, W. (1989). Agenda setting, enlightened self-interest, and equity in mathematics education. Peabody Journal of Education, 66, 22-55.

112.      Secada, W. (1992). Race ethnicity, social class, language and achievement in mathematics. In D. Grouws (Ed.), Handbook of research on mathematical teaching and learning (pp. 623-660). New York: Macmillan.

113.      Secada, W. (1995a). Educational equity versus equality of education: An alternative conception. In W. Secada (Ed.), Equity in education (pp. 68-88). New York, NY: The Falmer Press.

114.      Secada, W. (1995b). Social and critical dimensions for equity in mathematics education. In W. Secada, E. Fennema & L. Adajian (Eds.), New directions for equity in mathematics education (pp. 146-164). New York, NY: Cambridge University Press.

115.      Secada, W. (1996). Urban students acquiring english and learning mathematics in the context of reform. Urban Education, 30(4), 422-448.

116.      Secada, W., Fennema, E., & Adajian, L.B. (1995c). New directions for equity in mathematics education. Cambridge University Press.

117.      Secada, W., & Meyer, M. (1989). Needed: An agenda for equity in mathematics education. Peabody Journal of Education, 66(2), 1-5.

118.      Setati, M. (1998). Code-switching in a senior primary class of second-language mathematics learner. For the Learning of Mathematics, 18(1), 34-40.

119.      Shelley, N. (1984). Women, Culture and Mathematics. Paper presented at the ICME-5, Adelaide, Australia.

120.      Shelley, N. (1988). My journey through mathematics with peace. In S. Sewell, A. Kelly & L. Daws (Eds.), Professions in the Nuclear Age (pp. 87-103). Brisbane, Australia: Boolarong Publications.

121.      Shelley, N. (1995). Mathematics: Beyond Good and Evil? In P. Rogers & G. Kaiser (Eds.), Equity in Mathematics EducationA (pp. 247-264). London: The Falmer Press.

122.      Silver, E. A., Smith, M. S., & Nelson, B. S. (1995). The QUASAR project: Equity concerns meet mathematics education reform in the middle school. In W. Secada, E. Fennema & L. Adajian (Eds.), New directions for equity in mathematics education (pp. 9-56). New York, NY: Cambridge University Press.

123.      Skovmose, O. (2000). Aporism and critical mathematics education. For the Learning of Mathematics, 20(1), 2-8.

124.      Skovmose, O. (2005). Foregrounds and politics of learning obstacles. For the Learning of Mathematics, 25(1), 4-10.

125.      Skovsmose, O., & Nielsen, L. (1996). Critical mathematics education. In A. Bishop, K. Clements, C. Keitel, J. Kilpatrick & C. Laborde (Eds.), International handbook of mathematics education (pp. 1207-1233). Dordrecht: Kluwer Academic Publishers.

126.      Skovsmose, O., Valero, P. (2001). Breaking political neutrality: The critical engagement of mathematics education within democracy. In B. Atweh, Forgasz, H., & Nebres, B. (Ed.), Sociocultural research on mathematics education (pp. 37-56). Mahwah, NJ: Lawrence Erlbaum Associates.

127.      Smith, T. (2004). Curricular reform in mathematics and science since A Nation at Risk. Peabody Journal of Education, 79(1), 105-129.

128.      Solorzano, D., & Ornelas, A. (2004). A critical race analysis of advance placement classes and selective admission. High School Journal, 87, 15-26.

129.      Stanic, G. M. A. (1989). Social inequality, cultural discontinuity, and equity in school mathematics. Peabody Journal of Education, 66(2), 57-71.

130.      Stiff, L. V. (1990). African-American students and the promise of the Curriculum and Evaluation Standards. In T. J. Cooney & C. R. Hirsch (Eds.), Teaching and learning mathematics in the 1990s (pp. 152-158). Reston, VA: National Council of Teachers of Mathematics.

131.      Stocker, D. (2004). Putting 'pizza party' math to rest. Our Schools/Our Selves, Winter.

132.      Tahta, D. (1997). Under the Banyan tree. For the Learning of Mathematics, 17(2), 28-30.

133.      Tate, W. F. (1994). Mathematics standards and urban education: Is this the road to recovery? The Educational Forum, 58, 380-390.

134.      Tate, W. F. (1995a). Economics, equity, and the national mathematics assessment: Are we creating a national toll road? In W. Secada, E. Fennema & L. Adajian (Eds.), New directions for equity in mathematics education (pp. 165-190). New York, NY: Cambridge University Press.

135.      Tate, W. F. (1995b). Race, retrenchment, and reform of school mathematics. Phi Delta Kappan, 75, 477-485.

136.      Tate, W. F. (1995c). School mathematics and African American students: Thinking seriously about opportunity-to-learn standards. Educational Administrational Quarterly, 3, 365-390.

137.      Tate, W. F. (1997). Race, ethnicity, SES, gender, and language proficiency trends in mathematics achievement: An update. Journal for Research in Mathematics Education, 28(6), 652-680.

138.      Tate, W. F. (2004). What is a standard? In F. Lester, J. Ferrini-Mundy (Ed.), Proceedings of the NCTM Research Catalyst Conference (pp. 15-23). Reston, VA: National Council of Teachers of Mathematics.

139.      Tate, W. F., & Rousseau, C. (2002). Access and opportunity: The political and social context of mathematics education. In L. English (Ed.), International Handbook of Research in Mathematics Education (pp. 271-300). Mahwah, NJ: Lawrence Erlbaum.

140.      Treisman, P. U. (1985). A study of the mathematics performance of black students at the University of California, Berkeley. Unpublished Doctoral Dissertation, Berkeley, CA.

141.      Valero, P., & Zevenbergen, R. (Eds.). (2004). Researching the sociopolitical dimensions of mathematics education: Issues of power in theory and methodology. Dordrecht: Kluwer Academic Publishers.

142.      Vithal, R. (2002). A pedagogy of conflict and dialogue of mathematics education from a critical perspective. For the Learning of Mathematics, 22(1), 29-41.

143.      Vithal, R. (2004). Methodological challenges for mathematics education research from a critical perspective. In P. Valero & R. Zevenbergen (Eds.), Researching the sociopolitical dimensions of mathematics education: Issues of power in theory and methodology (pp. 227-248). Dordrecht: Kluwer Academic Publishers.

144.      Wagner, D. (2005). Teaching mathematics for peace. Unpublished manuscript.

145.      Walshaw, M. (2001). A Foucauldian gaze on gender research: What do you do when confronted with the tunnel at the end of the light? Journal for Research in Mathematics Education, 32(5), 471-492.

146.      Weiss, I., Knapp, M., Hollweg, K., & Burrill (Eds.). (2002). Investigating the influence of Standards: A framework for research in mathematics, science, and technology education. Washington, DC: National Academy Press.

147.      Weiss, I., Knapp, M., and Burrill (Ed.). (2002). Investigating the influence of Standards: A framework for research in mathematics, science, and technology education. Washington, DC: National Academy Press.

148.      Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.

149.      Woodrow, D. (1997). Democratic education: Does it exist--especially for mathematics education? For the Learning of Mathematics, 17(3), 11-16.

150.      Zaslavsky, C. (1994). "Africa counts" and ethnomathematics. For the Learning of Mathematics, 14(2), 3-8.

151.      Zevenbergen, R. (2000). "Cracking the code" of mathematics classrooms: School success as a function of linguistic, social, and cultural background. In J. Boaler (Ed.), Multiple perspectives on mathematical teaching and learning (pp. 201-224). Westport, CT: Ablex Publishing.

152.      Zevenbergen, R. (2003). Ability grouping in mathematics classrooms: A Bordieuan analysis. For the Learning of Mathematics, 25(3), 5-10.

 



* Special thanks to the following individuals for their generous contributions: Eric (Rico) Gutstein, F. Frank Lai, Danny B. Martin, Ralph Mason, and Roberta Mura.