Read Me Last: Constructing a Scholarly Catchment Through a Black Feminist Reading.
- Published in:
- Cognition & Instruction, 2019, v. 37, n. 3, p. 414, doi. 10.1080/07370008.2019.1624551
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- Publication type:
- Article
Works by Gholson, Maisie L.
Results: 6
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Teacher Candidates' Silhouettes: Supporting Mathematics Teacher Identity Development in Secondary Mathematics Methods Courses.
- Published in:
- Investigations in Mathematics Learning, 2021, v. 13, p. 43, doi. 10.1080/19477503.2020.1831173
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- Publication type:
- Article
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Teacher Candidates' Silhouettes: Supporting Mathematics Teacher Identity Development in Secondary Mathematics Methods Courses.
- Published in:
- Investigations in Mathematics Learning, 2021, v. 13, n. 1, p. 43, doi. 10.1080/19477503.2020.1831173
- By:
- Publication type:
- Article
4
(Mis)Taken Identities: Reclaiming Identities of the “Collective Black” in Mathematics Education Research Through an Exercise in Black Specificity.
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- Review of Research in Education, 2017, v. 41, n. 1, p. 228, doi. 10.3102/0091732X16686950
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- Article
5
Restoring Mathematics Identities of Black Learners: A Curricular Approach.
- Published in:
- Theory Into Practice, 2019, v. 58, n. 4, p. 347, doi. 10.1080/00405841.2019.1626620
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- Publication type:
- Article
6
Clean Corners and Algebra: A Critical Examination of the Constructed In visibility of Black Girls and Women in Mathematics.
- Published in:
- Journal of Negro Education, 2016, v. 85, n. 3, p. 290, doi. 10.7709/jnegroeducation.85.3.0290
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- Publication type:
- Article