Urban Math

Bibliography

Home Page
Project Overview
Project Staff
Bibliography
>
 
  • Anderson, D. D. & Gold, E. (2006). Home to school: Numeracy practices and mathematical identities. Mathematical Thinking and Learning, 8 (3), 261-286
  • Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 162, 67-92.
  • Anyon, J. (1997). Ghetto schooling: A political economy of urban educational reform. New York, NY: Teachers College Press.
  • Baker, D., Street, B., & Tomlin, A. (2006). Navigating schooled numeracies: Explanations for low achievement in mathematics of UK children from low SES background. Mathematical Thinking and Learning, 8 (3), 287-308
  • Balfanz R., & Iver, D.M. (2000). Transforming high-poverty urban middle schools into strong learning institutions. Journal of Education for Students Placed at Risk.
  • Cahnmann, M.S. & Remillard, J.T. (2002). What counts and how: Mathematics teaching in culturally, linguistically, and socio-economically diverse urban settings. The Urban Review, 34, (3), 179-204.
  • Cahnmann, M.S. & Hornberger, N.H. (2000). Understanding what counts: Issues in language, culture, and power in mathematics instruction and assessment. Educators for Urban Minorities, 1, (2), 39-52.
  • Campbell, P.F. (1996). Empowering children and teachers in the elementary mathematics classrooms of urban schools. Urban Review, 30, 449-475.
  • Campbell, P.F. & White, D.Y. (1997). Project IMPACT: Influencing and supporting teacher change in predominantly minority schools. In Fennema, E., & Nelson, B. (Eds.) Mathematics teachers in transition, (pp. 309-355). LEA
  • Civil, M. & Bernier, E. (2006). Exploring images of parental participation in mathematics education: challenges and possibilities. Mathematical Thinking and Learning, 8 (3), 309-330
  • Fosnot et al. (under review). Results from mathematics in the city: Measuring teacher change in the facilitation of mathematizing.
  • Fosnot et al. (2002). Mathematics in the City. Final Grant Report to the National Science Foundation # 9550080
  • Fosnot, C. & Dolk, M. (2001). Young mathematicians at work. Portsmouth, NH: Heinemann
  • Fuson, K.C., Smith, S.T., & LoCicero, A.M. (1997). Supporting Latino first graders’ ten-structured thinking in urban classrooms. Journal for Research in Mathematics Education.
  • Gutiérrez, R. (1999). Advancing Urban Latina/o Youth in Mathematics: Lessons from an Effective High School Mathematics Department. The Urban Review, 31, (3), 263-281.
  • Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban, Latino school. Journal for Research in Mathematics Education, 34, 37-73.
  • Gutstein, E. (2006). “The real world as we have seen it”: Latino/a parents’ voices on teaching mathematics for social justice. Mathematical Thinking and Learning, 8 (3), 331-358
  • Gutstein, E., Lipman, P., Hernandez, P., & delosReyes, R. (1997). Culturally relevant mathematics teaching in a Mexican-American context. Journal for Research in Mathematics Education, 28, (6), 709-737.
  • Hughes, S.A. (2003). An Early Gap in Black-White Mathematics Achievement: Holding School and Home Accountable in an Affluent City School District. The Urban Review 35, (4), 297-322.
  • Kaput, J. J. (1994). Democratizing access to Calculus: New routes to old roots. In A. Schoenfeld (Ed.). Mathematical Thinking and Problem Solving. Hilllsdale, NJ: LEA
  • Knapp, M.S., Shields, P.M., & Turnbull, B.J. (1992). Academic challenge for the children of poverty. Summary report. Washington, D.C.: U.S. Department of Education.
  • Koedinger, K.R., Anderson, J.R., Hadley, W.H., & Mark, M.A. (1997). Intelligent tutoring goes to school in the big city. Journal of Artificial Intelligence in Education.
  • Lattimore, R. (2001). The Wrath of High-Stakes Tests. The Urban Review, 33, (1), 57-67
  • Leonard, J., Lovelace-Taylor, K., Sanford-Deshields, J. & Spearman, P. (2004). Professional development schools revisited: reform, authentic partnerships, and new visions. Urban Education, 39, 561-583
  • Malloy, C.E., & Malloy, W.W. (1999). Issues of Culture in Mathematics Teaching and Learning. The Urban Review 30, (3), 245-257.
  • Manouchehri, A. (2004). Implementing Mathematics Reform in Urban Schools: A Study of the Effect of Teachers’ Motivation Style. Urban Education, 39, 472-508.
  • Martin, D. B. (2006). Mathematics learning and participation as racialized forms of experience: African American parents speak on the struggle for mathematics literacy. Mathematical Thinking and Learning, 8 (3), 197-230
  • McNair, R. (2000). Life outside the mathematics classroom: Implications for mathematics teaching reform. Urban Education, 34, 550-570
  • Middleton, J.A., & Webb, N.L. (1994). Collaboration and Urban School Systems. Reforming Mathematics Education in America's Cities
  • Muller, C., Katz, S., & Dance, J. (1999). Investing in teaching and learning: Dynamics of the teacher-student relationship from each actor’s perspective. Urban Education, 34, 292-337
  • Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, C.T.: Yale University Press.
  • Peressini, D. (1996). Parents, power, and the reform of mathematics education: An exploratory analysis of three urban high schools. Urban Education, 31, 2-38.
  • Popkewitz, T. & Myrdal, S. (1991). Case studies of the urban mathematics collaborative project: A report to the Ford Foundation. Madison, WI: Wisconsin Center for Education Research.
  • Remillard, J. & Jackson, K. (2006). Old math, new math: Parents’ experiences with standards-based reform. Mathematical Thinking and Learning, 8 (3), 231-260.
  • Sawyer, R.D. (2000). Adapting curriculum to student diversity: Patterns of perceptions among alternate-route and college-based teachers. The Urban Review 32, 343-363.
  • Secada, W. (1992). Race, ethnicity, social class, language and achievement in mathematics. In D. Grouws (Ed.). Handbook of research on mathematics teaching and learning (pp. 623-660). New York: Mcmillan.
  • Secada, W. (2000). Changing the faces of mathematics: Perspectives on multiculturalism and gender equity. Reston, V.A.: NCTM.
  • Secada, W., Fennema, E. & Adajian, L.B. (1995). New directions for equity in mathematics education. Cambridge University Press.
  • Silver, E.A., & Stein, M.K. (1996). The QUASAR Project: The “revolution of the possible” in mathematics instructional reform in urban middle schools. Urban Education, 30, (4), 476-521
  • Silver, E.A. & Lane, S. (1995). Can instructional reform in urban middle schools help narrow the mathematics performance gap? Some evidence from the QUASAR project. Research in Middle Level Education, 18, (2), 49-70.
  • Stone, C. (1999). Leveling the Playing Field: An Urban School System Examines Equity in Access to Mathematics Curriculum. The Urban Review 30, 295–307.
  • Tate, W. (1996). Urban schools and mathematics reform: Implementing the new standards. Urban Education, 30, 371-378.
  • Walker, E. N. (2006). Urban high school students’ academic communities and their effects on mathematics success. American Educational Research Journal, 43, 75-101
  • Walker, P. C., and Chappell, M. F. (1997). Reshaping perspectives on teaching mathematics in diverse urban schools. In J. Trentacosta (Ed.), Multicultural and Gender Equity in the Mathematics Classroom: The Gift of Diversity (1997 Yearbook), pp. 201-208. Reston, VA: National Council of Teachers of Mathematics.
  • Webb, N.L., & Romberg, T.A. (1994). Reforming mathematics education in America’s Cities. The urban mathematics collaborative project. New York, N.Y.: Teachers’ College Press.
  • Werkema, R. & Case, R. (2005). Calculus as a catalyst: the transformation of an inner-city school in Boston. Urban Education