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Communities for and with black male students. (English)
Math. Teach. (Reston) 109, No. 4, 284-289 (2015).
Classification: C60
1
Critical postmodern methodology in mathematics education research: promoting another way of thinking and looking. (English)
Philos. Math. Educ. J. 29, 18 p., electronic only (2015).
Classification: D20 C60 A30
2
Negotiating the “white male math myth”: African American male students and success in school mathematics. (English)
J. Res. Math. Educ. 44, No. 1, 69-99 (2013).
Classification: C60 C30
3
Teaching mathematics for social justice. Conversations with educators. (English)
Reston, VA: National Council of Teachers of Mathematics (NCTM) (ISBN 978-0-87353-679-0/pbk). 213~p. (2012).
Classification: A60 D40
4
Critical postmodern theory in mathematics education research: a praxis of uncertainty. (English)
Educ. Stud. Math. 80, No. 1-2, 41-55 (2012).
Classification: D20
5
Negotiating sociocultural discourses: the counter-storytelling of academically and mathematically successful African American male students. (English)
Martin, Danny Bernard (ed.), Mathematics teaching, learning, and liberation in the lives of black children. London: Routledge (ISBN 978-0-8058-6463-2/hbk; 978-0-8058-6464-9/pbk; 978-0-203-87770-8/ebook). Studies in Mathematical Thinking and Learning Series, 265-288 (2009).
Classification: C60
6
What constitutes good mathematics teaching and how it develops: nine high School teachers’ perspectives. (English)
J. Math. Teach. Educ. 8, No. 2, 83-111 (2005).
Classification: B50 A40
7
Mathematics as ‘gate-keeper’(?): three theoretical perspectives that aim toward empowering all children with a key to the gate. (English)
Math. Educ. (Athens) 14, No. 1, 8-18 (2004).
Classification: D20 A30
8
A critical discourse offered: A review of ’Radical equations: Math literacy and civil rights’. (English)
Math. Educ. (Athens) 12, No. 2, 40-43 (2002).
Classification: D30
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