# 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 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. (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), 80�94. - 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), 39�62. - 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.