Empowering Black Mathematics Students Through a Framework of Communalism and Collective Black Identity.
- Published in:
- Journal of Urban Mathematics Education, 2022, v. 15, n. 1, p. 54
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- Publication type:
- Article
Works matching IS 21512612 AND DT 2022 AND VI 15 AND IP 1
Results: 5
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The Marginalization of 11th-Grade Urban African Students in Proof-Related Pedagogy: An Emancipatory Perspective.
- Published in:
- Journal of Urban Mathematics Education, 2022, v. 15, n. 1, p. 78
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- Publication type:
- Article
3
Mathematics Lesson Design for English Learners Versus Non-English Learners From Perspectives of Equity and Intersection.
- Published in:
- Journal of Urban Mathematics Education, 2022, v. 15, n. 1, p. 31
- By:
- Publication type:
- Article
4
Disrupting Research, Theory, and Pedagogy With Critical Race Theory in Mathematics Education for Black Populations.
- Published in:
- Journal of Urban Mathematics Education, 2022, v. 15, n. 1, p. 9
- By:
- Publication type:
- Article
5
Reflecting Back to Forge the Path Forward.
- Published in:
- Journal of Urban Mathematics Education, 2022, v. 15, n. 1, p. 1
- Publication type:
- Article