Center for the Mathematics Education of Latinos/as
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CEMELA Publications

  • Acosta-Iriqui, J. (2011). Teachers' conceptions of mathematics and mathematics teaching and learning: The case of two elementary teachers in Northern Mexico. In R. Kitchen & M. Civil (Eds.), Transnational and borderland studies in mathematics education (pp. 161-185). New York, NY: Routledge.
  • Acosta-Iriqui, J., Civil, M., Díez-Palomar, J. Marshall, M., & Quintos, B. (2011). Conversations around mathematics education with Latino parents in two Borderland communities: The influence of two contrasting language policies. In K. Téllez, J. Moschkovich, & M. Civil (Eds.), Latinos/as and mathematics education: Research on learning and teaching in classrooms and communities. (pp. 125-148). Greenwich, CT: Information Age Publishing.
  • Anhalt, C. & Ondrus, M. (2011) Algebraic and geometric representations of perimeter with algebra blocks: Professional development for teachers of Latino English language learners. In K. Téllez, J. Moschkovich, & M. Civil (Eds.), Latinos and mathematics education: Research on learning and teaching in classrooms and communities (pp. 194-214). Charlotte, NC: Information Age Publishing.
  • Anhalt, C., Ondrus, M., & Horak, G. (2007). Issues of language: Insights from middle school teachers' participation in a mathematics lesson in Chinese. Mathematics Teaching in the Middle School, 13(1), 18-23.
  • Anhalt, C., Fernandes, A., & Civil, M. (2007). Exploring latino students' understanding of measurement on NAEP items. In Lamberg, T., & Wiest, L. R. (Eds.), Proceedings of the Twenty Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 3, 677-680). Stateline (Lake Tahoe), NV: University of Nevada, Reno.
  • Bevan, B., Bell, P., Stevens, R., & Razfar, A. (Eds.) (2013). LOST opportunities: Learning in Out-of-School Time. New York, NY: Springer.
  • Bunch, G., Aguirre, J., & Téllez, K. (in press). Integrating a focus on academic language, English learners, and mathematics: Teacher candidates' responses on the Performance Assessment for California Teachers (PACT) New Educator.
  • Castellón, L., Burr, L. & Kitchen, R. (2011). English language learners' conceptual understanding of fractions: An interactive interview approach as a means to learn with understanding. Téllez, K., Moschkovich, J.N., & Civil, M. (Eds.), Latinos and mathematics education: Research on learning and teaching in classrooms and communities (pp. 259-282). Charlotte, NC: Information Age Publishing.
  • Cavell, H. (2011) Student resistance in a fifth-grade mathematics class. In K. Téllez, J. Moschkovich, & M. Civil (Eds.), Latinos and mathematics education: Research on learning and teaching in classrooms and communities (pp. 63-87). Charlotte, NC: Information Age Publishing.
  • Celedón-Pattichis, S., & Musanti, S. (in press). “Vamos a suponer que...”: Developing base-ten thinking with young Latin@ bilingual students. In M. Gottlieb & G. Ernst-Slavit (Eds.), Academic language demands for language learners: From text to context. Thousand Oaks, CA: Corwin Press.
  • Celedón-Pattichis, S., Musanti, S., & Marshall, M. (2010). Bilingual teachers' reflections on students' native language and culture to teach mathematics. In M. Foote (Ed.), Mathematics teaching and learning in K-12: Equity and professional development (pp. 7-24). New York, NY: Palgrave Mcmillan.
  • Celedón-Pattichis, S., & Turner, E. (2012). “Explícame tu respuesta”: Supporting the development of mathematical discourse in emergent bilingual kindergarten students. Bilingual Research Journal, 35(2), 197-216.
  • Celedón-Pattichis, S., & Turner, E. (2012). Using storytelling to pose word problems in kindergarten ESL and bilingual classrooms. In S. Celedón-Pattichis & N. Ramirez (Eds.), Beyond good teaching: Advancing mathematics education for ELLs (pp. 56-62). Reston, VA: National Council of Teachers of Mathematics.
  • Celedón-Pattichis, S. (2008). “What does that mean?”: Drawing on Latino and Latina students' language and culture to make mathematical meaning. In M. W. Ellis (Ed.), Mathematics for every student: Responding to diversity, grades 6-8 (pp. 59-73). Reston, VA: National Council of Teachers of Mathematics.
  • Civil, M. (2006). Working towards equity in mathematics education: A focus on learners, teachers, and parents. In S. Alatorre, J.L. Cortina, M. Sáiz, & A. Méndez (Eds.), Proceedings of the Twenty Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, 30-50). Mérida, Mexico: Universidad Pedagógica Nacional.
  • Civil, M. (2009). A reflection of my work with Latino parents and mathematics. Teaching for Excellence and Equity in Mathematics, 1(1), 9-13.
  • Civil, M. (2011). Mathematics education, language policy, and English language learners. In W. F. Tate, K. D. King, & C. Rousseau Anderson (Eds.), Disrupting tradition: Research and practice pathways in mathematics education (pp. 77-91). Reston, VA: NCTM.
  • Civil, M. (2012). Mathematics teaching and learning of immigrant students: An overview of the research field across multiple settings. In B. Greer & O. Skovsmose (Eds.), Opening the cage: Critique and politics of mathematics education. (pp. 127-142). Rotterdam, The Netherlands: Sense Publishers.
  • Civil, M. (2012). Opportunities to learn in mathematics education: Insights from research with “non-dominant” communities. In T.Y. Tso (Ed.), Proceedings of the 36th conference of the International Group for the Psychology of Mathematics Education (Vol.1, pp. 43-59). Taipei, Taiwan.
  • Civil, M., Díez-Palomar, J., Menéndez-Gómez, J. M., & Acosta-Iriqui, J. (2008). Parents' interactions with their children when doing mathematics. Adults Learning Mathematics: An International Journal , 3(2a), 41-58.
  • Civil, M. & Menéndez, J. M. (2010). Involving Latino parents in their children's mathematics education. NCTM Research Brief.
  • Civil, M., & Menéndez, J. M. (2011). Impressions of Mexican immigrant families on their early experiences with school mathematics in Arizona. In R. Kitchen & M. Civil (Eds.), Transnational and borderland studies in mathematics education (pp. 47-68). New York, NY: Routledge.
  • Civil, M., & Menéndez, J. M. (2012). Parents and children come together: Latino and Latina parents speak up about mathematics teaching and learning. In S. Celedón-Pattichis and N. Ramirez (Eds.), Beyond good teaching: Advancing mathematics education for ELLs (pp. 127-138). Reston, VA: National Council of Teachers of Mathematics.
  • Civil, M., & Planas, N. (2010). Latino/a immigrant parents' voices in mathematics education. In E. Grigorenko & R. Takanishi (Eds.), Immigration, diversity, and education (pp. 130-150). New York, NY: Routledge.
  • Civil, M. & Planas, N. (in press). Whose language is it? Reflections on mathematics education and language diversity from two contexts. In S. Mukhopadhyay & W-M. Roth (Eds.), Alternative forms of knowing (in) mathematics. Rotterdam, The Netherlands: Sense Publishers.
  • Civil, M., Planas, N., & Quintos, B. (2012). Preface to “immigrant parentsŐ perspectives on their childrenŐs mathematics education”. In H. Forgasz & F. Rivera (Eds.), Towards equity in mathematics education: Gender, culture, and diversity (pp. 261-266). New York, NY: Springer.
  • Civil, M. & Quintos, B. (2006). Engaging families in children's mathematical learning: Classroom visits with latina mothers. New Horizons for Learning Online Journal, XII(1).
  • Díez-Palomar, J., & Civil, M. (2007). El impacto de la migración sobre el aprendizaje de las matemáticas en el contexto de una ciudad fronteriza en el Suroeste de los Estados Unidos. Matematicalia.
  • Díez-Palomar, J., Civil, M., & Molina Roldán, S. (in press). Problematizing family engagement in building bridges to improve mathematics education: Spaces for participation. In C. Boske (Ed.), Educational leadership: Building bridges among ideas, schools, and nations. Charlotte, NC: Information Age Publishing.
  • Díez-Palomar, J., Menéndez, J.M., Civil, M., & Acosta-Iriqui, J. (2007). Latino families involvement in their children's mathematics education. In Lamberg, T., & Wiest, L. R. (Eds.), Proceedings of the Twenty Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 3, 690-693). Stateline (Lake Tahoe), NV: University of Nevada, Reno.
  • Díez-Palomar, J., Menéndez, J. M., & Civil, M. (2011). Learning mathematics with adult learners: Drawing from parents' perspectives. Revista Latinoamericana de Investigación en Matemática Educativa (RELIME), 14(1), 71-94.
  • Díez-Palomar, J., Simic, K., & Varley, M. (2007). "Math is everywhere:" Connecting mathematics to students' lives. [Electronic version]. Journal of Mathematics and Culture, 1, 2.
  • Díez-Palomar, J., Simic-Muller, K., & Varley, M. (2007). El club de matemáticas. Una experiencia cultural de matemáticas de la vida cotidiana, para la diverisdad. UNO. Revista de didáctica de las matemáticas, 45.
  • Díez-Palomar, J., Varley, M., & Simic, K. (2006). Children and adults talking and doing mathematics: A study of an after-school math club. In S. Alatorre, J.L. Cortina, M. Sáiz, & A. Méndez (Eds.), Proceedings of the Twenty Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, 450-456). Mérida, Mexico: Universidad Pedagógica Nacional.
  • Domínguez, H. (2011) Situating Mexican mothers' dialogues in the proximities of contexts of mathematical practice. In K. Téllez , J. Moschkovich, & M. Civil (Eds.), Latinos and mathematics education: Research on learning and teaching in classrooms and communities (pp. 89-123). Charlotte, NC: Information Age Publishing.
  • Domínguez, H. (2007). Creating a possible world with actual minds: bilingual students and El Maga, a teacher-like cyber figure in a mathematics after-school program. Proceedings of the Second Socio-cultural Theory in Educational Research and Practice Conference: Theory, Identity and Learning. Manchester, England: September 10-11, 2007.
  • Esmonde, I. & Moschkovich, J. N. (Eds.). (2011). Equitable access to participation in mathematical discussions: Looking at students' discourse, experiences, and perspectives. Special Issue of The Canadian Journal for Science, Mathematics, and Technology Education. 11(3). Introduction by I. Esmonde and J.N. Moschkovich.
  • Fernandes, A. (2007). A partnership between a middle school mathematics teacher and a university researcher centered on the content and teaching. In Lamberg, T., & Wiest, L. R. (Eds.), Proceedings of the Twenty Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 3, 773-779). Stateline (Lake Tahoe), NV: University of Nevada, Reno.
  • Fernandes, A., Anhalt, C., & Civil, M. (2009). Mathematical interviews to assess Latino students. Teaching Children Mathematics, 16(3), 162-169.
  • Fernandes, A., Anhalt, C., & Civil, M. (2010). Going beyond 'Multiple Choice': Probing Mexican-American Students' Thinking and Communicating on Assessment Items in Measurement. In R.S. Kitchen, & E. Silver (Eds.), Assessing English language learners in mathematics [A Research Monograph of TODOS: Mathematics for All], 2(2), pp. 39-58. Washington, DC: National Education Association.
  • Khisty, L. L. & Willey, C. (2013). After-school: An innovative model to better understand the mathematics learning of Latinas/os. In B. Bevan, P. Bell, R. Stevens, & A. Razfar (Eds.), LOST opportunities: Learning in Out-of-School Time (pp. 233-249). New York, NY: Springer.
  • Kitchen, R.S. (2011). Considering Mexican and U.S. teachers' views on the teaching and learning of mathematics through a teaching for diversity lens. In Kitchen, R. S. & Civil, M. (Eds), Transnational and borderland studies in mathematics education (pp. 117-138). New York, NY: Routledge Press.
  • Kitchen, R. S. (2012). Teacher pleasing and identity: Transforming the mathematics learning culture for bilingual learners. In L. J. Jacobsen, J. Mistele, & B. Sriraman (Eds.), Mathematics education in the public interest: Equity and social justice (pp. 39-64). Charlotte, NC: Information Age Publishing.
  • Kitchen, R. S. (2012). Using multiple lenses to view social justice in mathematics education. In L. J. Jacobsen, J. Mistele, & B. Sriraman (Eds.), Mathematics education in the public interest: Equity and social justice (pp. 253-266). Charlotte, NC: Information Age Publishing.
  • Kitchen, R. S., Burr, L., & Castellón, L. B. (2012). Providing multiple opportunities for ELLs to communicate their mathematical ideas. In S. Celedón-Pattichis & N. G. Ramirez (Eds.), Beyond good teaching: Advancing mathematics education for ELLs (pp. 139-144). Reston, VA: National Council of Teachers of Mathematics.
  • Kitchen, R. S., & Civil, M. (Eds.). (2011). Transnational and borderland studies in mathematics education. New York, NY: Routledge.
  • Kitchen, R. S. & Civil, M. (2011). Preface. In Kitchen, R.S. & Civil, M. (Eds), Transnational and borderland studies in mathematics education (pp. xiii-xxvii). New York, NY: Routledge Press.
  • Kitchen, R. S. & Civil, M. (2011). Looking forward: Establishing a research agenda for transnational and borderland studies in mathematics education. In Kitchen, R.S. & Civil, M. (Eds), Transnational and borderland studies in mathematics education (pp. 187-190). New York, NY: Routledge Press.
  • López Leiva, C. (2010). Juxtaposing mathematical identities: Same students with different contexts, perspectives, and languages. In P. Brosnan, P., & L. Flevares (Eds.) Proceedings of the the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 318-326). Columbus, OH: The Ohio State University.
  • López Leiva, C., Torres, Z., & Licón Khisty, L. (2012). Exploring productive interactions with parents of bilingual students in mathematics. In J. Díez-Palomar & C. Kanes (Eds.), Family and community in and out of the classroom: Ways to improve mathematics achievement (pp. 111-115). Bellaterra, Barcelona: Servei de Publicacions de la Universitat Autònoma de Barcelona.
  • López Leiva, C. A., Torres, Z. N., & Licón Khisty , L. (2011, September). Exploring the “chanzas” for bilingual students to understand probability: Using bilingual resources in mathematics. In M. Setati, T. Nkambule, & L. Goosen (Eds.), Proceedings of the ICMI Study 21 Conference: Mathematics Education and Language Diversity (pp. 177-186), São Paulo, Brazil: ICMI.
  • Lozano, G. & Wood, M. (2011). Educational metaphors in teachers' construction and framing of problem of practice. In Wiest, L. R., & Lamberg, T. (Eds.). Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Reno, NV: University of Nevada, Reno.
  • Marshall, M., Musanti, S., & Celedón-Pattichis, S. (2007). Young latino students' learning in problem-based reform mathematics classrooms: Developing mathematical thinking and communication. In Lamberg, T., & Wiest, L. R. (Eds.), Proceedings of the Twenty Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 3, 499-501). Stateline (Lake Tahoe), NV: University of Nevada, Reno.
  • McLeman, L. (2012). Prospective teachers' conceptions about language and mathematics regarding English language learners. International Electronic Journal of Mathematics Education, 7(1), 21-38.
  • McLeman, L. & Vomvoridi-Ivanovic, E. (2012). Understanding the knowledge and practices of mathematics teacher educators who focus on developing teachers' equitable mathematics pedagogy. Revista de Investigación en Didáctica de las Matemáticas, 1(3), 278-300.
  • McLeman Kondek, L., & Cavell, H. (2007). Two preservice elementary teachers' perceptions about their learning and understanding of fractions. In Lamberg, T., & Wiest, L. R. (Eds.), Proceedings of the Twenty Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 3, 1076-1078). Stateline (Lake Tahoe), NV: University of Nevada, Reno.
  • McLeman Kondek, L. & Cavell, H. (2009). Teaching fractions. Teaching Children Mathematics, 15(1), 494-501.
  • Menéndez. J. M., & Civil, M. (2008). Mathematics workshops for parents: An example of nonformal adult education. Adult Learning, 19 (3&4), 17-20.
  • Menéndez, J. M., Kondek McLeman, L., Musanti, S., & Kahn, L. (2012). Adapting instruction for Latina/o students: A collaborative study between teachers and researchers. In J.M. Bay- Williams & W. R. Speer (Eds.), Professional collaborations in mathematics teaching and learning: Seeking success for all (pp. 75-85). Reston, VA: National Council of Teachers of Mathematics.
  • Menéndez, J. M., Díez-Palomar, J., & Civil, M. (2010). Pedagogical considerations for mathematics education for adult learners. In D. Coben & J. O'Donoghue (Eds), Adult Mathematics Education: Papers from Topic Study Group 8, ICME 11: 11TH International Congress on Mathematics Education . (pp. 28-39) Limerick, Ireland: NCE-MSTL.
  • Morales, Jr., H., Vomvoridi-Ivanovic, E., & Licón Khisty, L. (2011) A case study of multigenerational mathematics participation in an after-school setting: Capitalizing on Latinas/os funds of knowledge. In K. Téllez, J. Moschkovich, & M. Civil (Eds.), Latinos and mathematics education: Research on learning and teaching in classrooms and communities (pp. 175-193). Charlotte, NC: Information Age Publishing.
  • Moschkovich, J. N. (2011). Supporting mathematical reasoning and sense making for English learners. In M. Strutchens & J. Quander (Eds.), Focus in high school mathematics: Fostering reasoning and sense making for all students. Reston, VA: NCTM, 17-36.
  • Mosqueda, E. (2011) Teacher quality, academic tracking and the mathematics performance of Latino English learners. In K. Téllez, J. Moschkovich, & M. Civil (Eds.), Latinos and mathematics education: Research on learning and teaching in classrooms and communities (pp. 315-339). Charlotte, NC: Information Age Publishing.
  • Musanti, S. I., & Celedón-Pattichis, S. (2012). “They need to know they can do math”: Reaching for equity through the native language in mathematics instruction with Spanish speaking students. Journal of Bilingual Education Research and Instruction, 14(1), 80Đ94.
  • Musanti, S. I., Celedón-Pattichis, S., & Marshall, M. E. (2009) Reflections on language and mathematics problem solving: A case study of a bilingual first grade teacher. Bilingual Research Journal, 32, 25-41.
  • Musanti, S. I., Celedón-Pattichis, S., & Marshall, M. E. (in press). Reflexiones sobre lenguaje, cultura y equidad en la ense–anza de matemáticas en una escuela primaria bilingüe de Estados Unidos. To appear in GIST- Education and Learning Research Journal.
  • Musanti, S., Marshall, M., Ceballos, K., & Celedón-Pattichis, S. (2011). Situating mathematics professional development: A bilingual teacher and researchers' collaboration. In K. Téllez, J. Moschkovich, & M. Civil (Eds.), Latinos and mathematics education: Research on learning and teaching in classrooms and communities (pp. 215-232). Charlotte, NC: Information Age Publishing.
  • Pitvorec, K., Willey, C., & Licón Khisty, L. (2011). Toward a framework of principles for ensuring effective mathematics instruction for bilingual learners through curricula. In B. Atweh, M. Graven, W. Secada, & P. Valero (Eds.), Mapping quality and equity in mathematics education (pp. 407-422). NY: Springer.
  • Planas, N., & Civil, M. (2010). El aprendizaje matemático de alumnos bilingües en Barcelona y en Tucson. [The mathematical learning of bilingual students in Barcelona and Tucson]. Quadrante: Revista de Investigação em Educação Matemática, XIX(1), 5-28.
  • Quintos, B., & Civil, M. (2008). Parental engagement in a classroom community of practice: Boundary practices as part of a culturally responsive pedagogy. Adults Learning Mathematics: An International Journal, 3(2a), 59-71.
  • Quintos, B., & Civil, M. with Torres, O. (in press). Mathematics learning with a vision of social justice: Using the lens of communities of practice. In K. Téllez, J. Moschkovich, & M. Civil (Eds.), Latinos/as and mathematics education: Research on learning and teaching in classrooms and communities. Greenwich, CT: Information Age Publishing.
  • Razfar, A. (2012). ¡Vamos a jugar counters! Learning mathematics through Funds of Knowledge, play, and the Third Space. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, 35(1), 53-75.
  • Razfar, A. (2012). Discoursing mathematically: Using discourse analysis to develop a sociocritical perspective of mathematics education. The Mathematics Educator 22(1), 39Đ62.
  • Razfar, A. (2013). Shifting languages, spaces, and learner identities: Learning mathematics after school. In P. Bell, B. Bevan, R. Stevens & A. Razfar, (Eds.), LOST opportunities: Learning in Out-of-School Time (167-186). New York, NY: Springer.
  • Radosavljevic, A., & Willey, C. (2007). Play and building histories/identities of math competencies for Latinos/as. Proceedings of the Second Socio-cultural Theory in Education Research and Practice Conference: Theory, Identity and Learning. Manchester University, UK.
  • Setati, M. & Moschkovich, J. N. (2010). Mathematics education and language diversity: A dialogue across settings. Journal for Research in Mathematics Education, Special Issue on Equity, June 2010, Volume 41, 4 - 10.
  • Simic-Muller, K., Varley Gutiérrez, M., & Gutiérrez, R. (2012). Stand and deliver: Twenty years later. In J. K. Sklar & E. S. Sklar (Eds.), Mathematics and Popular Culture (pp. 163-171). Jefferson, NC: McFarland Publishing.
  • Tan, E., Calabrese Barton, A., Turner, E., & Varley Gutiérrez, M. (Eds.). (2012). Empowering science & mathematics education in urban schools. Chicago: The University of Chicago Press.
  • Téllez, K., Moschkovich, J., & Civil, M. (Eds.) (2011). Latinos/as and mathematics: Research on learning and teaching in classrooms and communities. Charlotte, NC: Information Age Publishing.
  • Thompson, A. (2012). Using large-scale assessment data to glean teacher characteristics that predict mathematics achievement in Latinos/ESL. In T.Y. Tso (Ed.), Proceedings of the 36th conference of the International Group for the Psychology of Mathematics Education (Vol. 4, 139-146). Taipei, Taiwan.
  • Torres, Z. N. (2012). Algebraic reasoning through combinations and patterns: Bilingual Latinas ≴experiencing” mathematics. In L.R. Van Zoest, J.-J. Lo, & J. L. Kratky (Eds.), Proceedings of the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 379-382). Kalamazoo, MI: Western Michigan University.
  • Turner, E., & Celedón-Pattichis, S. (2011). Problem solving and mathematical discourse among Latino/a kindergarten students: An analysis of opportunities to learn. Journal of Latinos and Education, 10(2), 146-169.
  • Turner, E., Celedón-Pattichis, S., & Marshall, M. (2008). Cultural and linguistic resources to promote problem solving and mathematical discourse among Latino/a kindergarten students, TODOS Monograph, 1, 19-40.
  • Turner, E., Celedón-Pattichis, S., Marshall, M., & Tennison, A. (2009). Fíjense amorcitos, les voy a contar una historia: The power of story to support solving and discussing mathematical problems with Latino/a kindergarten students. In D. Y. White & J. S. Spitzer (Eds.), Mathematics for every student:: Responding to diversity, grades Pre-K-5 (pp. 23-41). Reston, VA: National Council of Teachers of Mathematics.
  • Turner, E., Gutiérrez, R., & Sutton, T. (2011). Student participation in collective problem solving in an after-school mathematics club: Connections to learning and identity. Canadian Journal of Science, Mathematics and Technology Education, 11(3), 226-246. doi: 10.1080/14926156.2011.595884.
  • Turner, E., Varley Gutiérrez, M., Simic-Muller, K., & Díez-Palomar, J. (2009). “Everything is math in the whole world”: Integrating critical and community knowledge in authentic mathematical investigations with elementary Latina/o students. Mathematical Thinking and Learning 11(3), 136-157.
  • Turner, E., & Celedón-Pattichis, S. (2011). Problem solving and mathematical discourse among Latino/a kindergarten students: An analysis of opportunities to learn. Journal of Latinos and Education, 10(2), 1-24.
  • Turner, E., Varley Gutiérrez, M., & Díez-Palomar, J. (2011) Latino/a Bilingual Elementary Students Pose and Investigate Problems Grounded in Community Settings. In K. Téllez , J. Moschkovich, & M. Civil (Eds.), Latinos and mathematics education: Research on learning and teaching in classrooms and communities (pp. 149-174). Charlotte, NC: Information Age Publishing.
  • Turner, E., Varley Gutiérrez, M., & Gutiérrez, R. (2012). “This project opened my eyes”: Pre-service elementary teachers learning to connect school, community and mathematics. In L. J. Jacobsen, J. Mistele, & B. Sriraman (Eds.), Mathematics education in the public interest: Equity and social justice (pp. 183-212). Charlotte, NC: Information Age Publishing.
  • Varley Gutiérrez, M. (2012). “I thought this U.S. place was supposed to be about freedom”. In L. Christensen, M. Hansen, B. Peterson, E. Schlessman & D. Watson (Eds.), Rethinking elementary education (pp. 214-217). Milwaukee, WI: Rethinking Schools Ltd.
  • Varley Gutiérrez, M., Willey, C., & Khisty, L. L. (2011). (In)equitable schooling and mathematics of marginalized students: Through the voices of urban Latinas/os. Journal of Urban Mathematics Education, 4(2), 26-43.
  • Vomvoridi-Ivanović, E. (2012). Using culture as a resource in mathematics: The case of four Mexican-American prospective teachers in a bilingual after-school program. Journal of Mathematics Teacher Education, 15(1), 53-66.
  • Vomvoridi-Ivanović, E., & Khisty, L. (2007). The multidimentionality of language in mathematics: The case of five prospective latino/a teachers. In Lamberg, T., & Wiest, L. R. (Eds.), Proceedings of the Twenty Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 3, 991-998). Stateline (Lake Tahoe), NV: University of Nevada, Reno.
  • Vomvoridi-Ivanović, E., & Razfar, A. (accepted). In the shoes of English language learners: Helping educators understand some complexities of language in mathematics instruction through a baseball activity. Journal of Teaching for Excellence and Equity in Mathematics.
  • Vomvoridi-Ivanović, E., Varley, M., Viego, G., Simić-Muller, K., & Khisty, L. L., (2013). Teacher development in after-school mathematics contexts: Insights from projects that capitalize on Latinas/os' linguistic and cultural resources. In P. Bell, B. Bevan, R. Stevens & A. Razfar, (Eds.), LOST opportunities: Learning in Out-of-School Time (pp. 251-263). New York, NY: Springer.
  • Wiley, C., López Leiva, C., Torres, Z., & Khisty, L. L. (accepted). Chanzas: The probability of changing the ecology of mathematical activity. Manuscript to appear in B. B. Flores, O. A. Vásquez, & E. R. Clark (in preparation), La nueva generación de la clase mágica: Pedagogía transmundial. New York, NY: Routledge.
  • Wilson, J. (2012). Show me a sign: Observe a first-grade teacher's use of gesture as a mathematics teaching and learning tool in his classroom. Teaching Children Mathematics, 19, 82-89.
  • Zahner, W. (2012). ELLs and group work: It can be done well. Mathematics Teaching in the Middle School, 18, 156-162.
  • Zahner, W. (2012). “Nobody's gonna be sitting at that one”: Two perspectives on how mathematics problems in context mediate group problem solving discussions. Revista de Investigación en Didáctica de las Matemáticas , 1(2), 105-135.
  • Zahner, W. & Moschkovich, J. N. (2011). Bilingual students using two languages during peer mathematics discussions: ¿Qué significa? Estudiantes bilingües usando dos idomas en sus discusiones matemáticas: What does it mean? In K. Téllez, J. Moschkovich, and M. Civil (Eds.), Latinos/as and Mathematics Education: Research on Learning and Teaching in Classrooms and Communities (pp. 37-62). Charlotte, NC: Information Age Publishing
  • Zahner, W. & Moschkovich, J. (2010). Talking while computing in groups: The not-so private functions of computational private speech in mathematics discussions. Mind, Culture, & Activity, 17: 3, 265-283
  • Zahner, W., Velazquez, G., Moschkovich, J. N., Vahey, P., & Lara-Meloy, T. (2012) Mathematics teaching practices with technology that support conceptual understanding for Latino/a students. Journal of Mathematical Behavior, 31(2012), 431-446.