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Cited by

• 2016Anti-racist pedagogy: from faculty’s self-reflection to organizing within and beyond the classroom315 cited
• 2008Culture and Mathematics in School: Boundaries Between “Cultural” and “Domain” Knowledge in the Mathematics Classroom and Beyond290 cited
• 2006Mathematics Learning and Participation as Racialized Forms of Experience: African American Parents Speak on the Struggle for Mathematics Literacy225 cited
• 2013Learning to Teach Mathematics for Social Justice: Negotiating Social Justice and Mathematical Goals210 cited
• 2008What is All this Talk about “Social Justice”? Mapping the Terrain of Education's Latest Catchphrase199 cited
• 2013Making culturally responsive mathematics teaching explicit: a lesson analysis tool194 cited
• 2010The Nuances and Complexities of Teaching Mathematics for Cultural Relevance and Social Justice186 cited
• 2013Why (Urban) Mathematics Teachers Need Political Knowledge170 cited
• 2006African American Male Adolescents, Schooling (and Mathematics): Deficiency, Rejection, and Achievement168 cited
• 2008Toward a Theory of Proficiency in Teaching Mathematics166 cited
• 2009Teaching for Social Justice and K-12 Student Outcomes: A Conceptual Framework and Research Review124 cited
• 2013Culturally Responsive Computing in Urban, After-School Contexts119 cited
• 2007“And That's Just how it Starts”: Teaching Mathematics and Developing Student Agency