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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.
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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.
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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.
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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. (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 parents� perspectives on their children�s 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., & 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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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