Radical Equations: Civil Rights from Mississippi to the Algebra Project

By R. P. Moses, Charles E. Cobb. 2002

401 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/84356c9c1eded59201f8fb4fa1c484cb35a30390

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Citations in the corpus

Mathematical Counterstory and African American Male Students: Urban Mathematics Education From a Critical Race Theory Perspective (2011, unknown): “Examining the relatively high level of ―illiteracy‖ in school mathematics, Moses and Cobb (2001) have fairly assessed the socioeconomic position of a number of African Americans as serfdom.”
Children’s Use of Variables and Variable Notation to Represent Their Algebraic Ideas (2015, background): “…that “the use of notations (i.e., alphanumeric symbolism) is neither a necessary nor a sufficient condition for thinking algebraically” (p. 310; see also Mason, 1996), we argue that this does not relieve us of the need to examine young students’ understandings of variable and variable notation.”
Access to Mathematics: “A Possessive Investment in Whiteness”1 (2013, background): “Moses and Cobb (2001) termed access to mathematics as the next civil rights issue, citing its position as a gatekeeper in society, and according to this analysis, they are certainly right.”
Being a Mathematics Learner: Four Faces of Identity (2015, background): “Mathematics has become a gatekeeper to many economic, educational, and political opportunities for adults (D’Ambrosio, 1990; Moses & Cobb, 2001; NCTM, 2000).”
Equity Within Mathematics Education Research as a Political Act: Moving From Choice to Intentional Collective Professional Responsibility (2017, background): “…the United States, the funds-ofknowledge-based work (Civil, 2007; Civil & Kahn, 2001; González, Andrade, Civil, & Moll, 2001), the Algebra Project (Moses & Cobb, 2002), the work of Jerry Lipka and colleagues on mathematics curriculum development based on Yup’ik elders’ knowledge (Lipka, Sharp,…”
Teaching Mathematics for Spatial Justice: An Investigation of the Lottery (2016, background): “Mathematics acts as a gatekeeper, especially significant in low-income, urban neighborhoods in the United States (e.g., Moses & Cobb, 2002).”
Culturally relevant pedagogy : an ethnomathematical approach. (2010, background): “Researchers, philosophers, educators, scholars, and mathematicians (D’Ambrosio, 1985; Fasheh, 1997; Moses & Cobb, 2001; Nasir & Cobb, 2007; Orey, 2000; Powell & Frankenstein, 1997; Rios, 2000; Zaslavsky, 1997) argued that it is worth noting that the contextualization of mathematics has been…”