Links from the Episode

Marshall, B. L., & Battey, D. (2025). “I want them to see their magic!”: Two teachers working within structural constraints to help cultivate their Black girl students’ positive mathematics identities. Journal of Mathematical Behavior, 80. https://doi.org/10.1016/j.jmathb.2025.101273
https://www.sciencedirect.com/science/article/pii/S0732312325000379

Marshall, B. L. (2025). Thoughts and theories on Black girls’ intersectional experiences in mathematics classrooms. Multicultural Perspectives, 27(2), 101–107. https://doi.org/10.1080/15210960.2025.2558482
https://www.tandfonline.com/doi/abs/10.1080/15210960.2025.2558482

Battey, D., Marshall, B.L. (2024). Math logics: Perpetrators of whiteness in STEM educational spaces. In J. Ravulo, K. Olcoń, T. Dune, A. Workman, & P. Liamputtong (eds.), Handbook of Critical Whiteness. Springer. https://doi.org/10.1007/978-981-97-5085-6_34
https://link.springer.com/rwe/10.1007/978-981-97-5085-6_34

Joseph, N. M. (2021). Black Feminist Mathematics Pedagogies (BlackFMP): A curricular confrontation to gendered antiblackness in the US mathematics education system. Curriculum Inquiry, 51(1), 75-97.

Shedd, C. (2015). Unequal city: Race, schools, and perceptions of injustice. Russell Sage Foundation.

AMTE Service, Teaching, and Research in Matheamtics Education

Special Guest: Brittany L. Marshall.

Links from the Episode
Seda Educational Counsulting
ICUCARE Framework: Seven Principles for Effective Mathematics Instruction
The Benjamin Banneker Association
Episode 54: Kyndall Brown: Moving Toward Greater Equity Through Statewide Professional Development and his Book, Choosing to See: A Framework for Equity in the Math Classroom

Special Guest: Pamela Seda.

Links from the episode

Johnson, K. R., Hadley, H. L., Schoonbeck, A., & Benson, S. E. (2024) Ungrievable: Theorizing white Christian nationalist rhetorical practices in education. Review of Education, Pedagogy, and Cultural Studies. http://dx.doi.org/10.1080/10714413.2024.2388913

Johnson, K. R., Holdaway, E., & Ross, A. S. (2021). “We are children of God”: White Christian teachers discussing racism. Linguistics and Education, 64. https://doi.org/10.1016/j.linged.2021.100936

Johnson, K. R. (2016). Enduring positions: Religious identity in discussions about critical mathematics education. Religion and Education, 43(2), 230-245. https://doi.org/10.1080/15507394.2016.1147916

Johnson, K. R. (accepted for 2024). The road to find: Poetry as a tool for developing a productive community. In C. Koestler & E. Thanheiser (Eds.), Building Community to Center Equity and Justice in Mathematics Teacher Education. Association of Mathematics Teacher Educators.

Johnson, K. R. (2016). Reconceptualizing “activism”: Developing a socially conscious practice with prospective White mathematics teachers. In N. M. Joseph, C. M. Haynes, & F. Cobb (Eds.), Interrogating Whiteness and Relinquishing Power: White Faculty’s Commitment to Racial Consciousness in STEM Classrooms (pp. 171-187). Peter Lang Publishing.

Special Call from the MTE Journal for Supporting Teachers to Engage Traditionally Marginalized Learners. Due 10/15/24

Mathematics Teacher Educator Commentaries to help authors of MTE manuscripts
Vol. 5, Issue 2, March 2017 which describes a writing tool for preparing a MTE manuscript https://doi.org/10.5951/mathteaceduc.5.2.0085

6(1), Sept 2017 which talks about articulating of a problem of practice; https://doi.org/10.5951/mathteaceduc.6.1.0003

6(2), March 2018 which describes the relationship between claims and evidence in MTE https://doi.org/10.5951/mathteaceduc.6.2.0004

11(3), June 2023 on positionality in your pedagogy and writing for MTE: https://doi.org/10.5951/MTE.2023.0007

Mathematics Teacher Educator podcast

Special Guest: Kate Johnson.

AMTE Volunteer Form
AMTE Annual Conference Information and Proposal Submission
University of North Texas Master of Science (Mathematics Education Concentration)
University of North Texas Graduate Certificate for Dual Credit Teaching in Mathematics
Mathematics Teacher Educator Podcast