Diversity, Equity, and Mathematical Learning

By Na'ilah Suad Nasir, Paul Cobb. 2002

48 citations recorded by the source corpus.

Subfields: Education, Modeling and Simulation

View Paper: https://www.semanticscholar.org/paper/13a7c5981bca675c5ff2330494c84332c9564cf0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. T. Popkewitz
2. Ebony O. McGee
3. Alan H. Schoenfeld
4. D. Martin
5. R. Leikin
6. Manuel Santos-Trigo
7. Judit Moschkovich
8. Y. Solomon

In Modeling and Simulation

1. T. Popkewitz
2. Ebony O. McGee
3. Alan H. Schoenfeld
4. D. Martin
5. Clarence L. Terry
6. M. Ellis
7. C. Brown
8. J. Woodward

Citations in the corpus

• Robust and Fragile Mathematical Identities: A Framework for Exploring Racialized Experiences and High Achievement Among Black College Students (2015, background): “The discourse in the recent mathematics education literature addresses a number of conceptual issues, the most salient being the notion that identity and its development cannot be understood without examining the larger social context (Nasir & Cobb, 2002; Walker, 2012).”
• Research methods in (mathematics) education (2008, background): “A special issue of Mathematical Thinking and Learning (Nasir & Cobb, 2002) offered theoretical re- framings of issues related to diversity, equity, and mathematical learning.”
• The Alchemy of the Mathematics Curriculum: Inscriptions and the Fabrication of the Child (2004, background): “24See Nasir and Cobb (2002) for discussion of diversity, equity, and mathematics learning.”