**The following list of resources was provided by Marilyn Strutchens, Auburn University.**

Aguirre, J.M., Mayfield-Ingram, & Martin, D.B. (2013) *The impact of identity in K-8 mathematics: rethinking equity-based practices*. Reston, VA: National Council of Teachers of Mathematics.

Association of Mathematics Teacher Educators. (2017). *Standards for Preparing Teachers of Mathematics. *Available online at amte.net/standards.

Boaler, J. (2016). *Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages, and innovative teachin*g. San Francisco, CA: Jossey-Bass, A Wiley Brand.

Conference Board of the Mathematical Sciences (2012). *The mathematical education of teachers II*. Providence RI and Washington DC: American Mathematical Society and Mathematical Association of America.

Flores, A. (2007). Examining disparities in mathematics education: Achievement gap or opportunity gap? *High School Journal, 91*(1), 29-42.

Gallard, A., Mensah, F. M., & Wesley, P. (2014), *Supporting the Implementation of Equity. *http://www.narst.org/NGSSpapers/Equity_061914.pdf, Retrieved May 2017.

Gilbert, M. C., Musu-Gillette, L. E., Woolley, M. E., Karabenick, S. A., Strutchens, M. E., & Martin, W. G. (2014). Student perceptions of the classroom environment: Relations to motivation and achievement in mathematics. *Learning Environments Research, 17*(2), 287 - 304.

Goffney, I., Gutiérrez, R., Boston, M. (Eds.) (2018). Annual perspectives in mathematics education 2018: Rehumanizing mathematics for Black, Indigenous, and Latinx students. Reston, VA: National Council of Teachers of Mathematics.

Gutiérrez, R. (2007, October). *Context matters: Equity, success, and the future of mathematics education*. Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, University of Nevada, Reno, Nevada Online. Retrieved 2008-06-25 from http://www.allacademic.com/meta/p228831_index.html__.__

Gutstein, E. (2002). Math, SATs, and racial profiling. *Rethinking Schools*, *16* (4), Milwaukee, WI.

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). Reading and writing the world with mathematics: Toward a pedagogy for social justice. New York, NY: Routledge, Taylor & Francis Group, LLC.

Gutstein, E. (2006). Driving while Black or Brown: The mathematics of racial profiling. In D. Mewborn (Series Ed.), J. Masingila (Vol. Ed.), *Teachers engaged in research: Inquiry in mathematics classrooms, grades 6-8. Vol.3,* (pp. 99 – 118). Charlotte, NC: Information Age Publishing.

Gutstein, E. (2012). Reflections on teaching and learning mathematics for social justice in urban schools. In Anita A. Wager & David W. Stinson (Eds.) *Teaching mathematics for social justice: Conversations with educators *(pp. 63 -78). Reston, VA: National Council of Teachers of Mathematics.

Ladson-Billings, G. & Tate, W. F. (1995). Toward a critical race theory of education*. Teachers College* *Record, 97* (1), 47-68.

Ladson-Billings, G. (1999). Just what is critical race theory, and what’s it doing in a nice field like education? In L. Parker, D. Dehyle, and S. Villenas (Eds.), *Race is, race isn’t: Critical race theory and qualitative studies in education*(pp. 7 – 30). Boulder: Westview Press.

Martin, W. G., Strutchens, M. E., Woolley, M. E., & Gilbert, M. C. (2011b). Transforming east Alabama mathematics: Changing teachers’ attitudes and practices through professional development. In D. Brahier (ed.), *Motivation and disposition: Pathways to learning mathematics *(pp. 291 – 303), 2011 Yearbook of the National Council of Teachers of Mathematics (NCTM). Reston, VA: NCTM.

Moses, R. R. & Cobb, C. E. (2001). *Radical equations: Math literacy and civil rights.* Boston, MA: Beacon Press.

National Alliance for Partnerships in Equity (NAPE). http://www.napequity.org/nape-content/uploads/NAPE_CultureWheel_WEB_wate...

Nasir, N. S. & de Royston, M.M. (2013). Power, identity, and mathematical practices outside and inside school. *Journal for Research in Mathematics Education* *44*, (1), 264–287.

National Council of Teachers of Mathematics (2014). *Principles to actions: Ensuring mathematical success for all. *Reston, VA: Author.

National Council of Teachers of Mathematics. (2018). *Catalyzing change in high school mathematics: Initiating critical conversations*. Reston, VA: Author.

Powell, A. B. (Special Issue Ed.) (2018). *New England Mathematics Journal: Toward Teaching Mathematics Through Social Justice I*, LI (1).

Powell, A. B. (Special Issue Ed.) (2018). *New England Mathematics Journal: Toward Teaching Mathematics Through Social Justice II*, LI (2).

Rousseau-Anderson, C. (2007). Examining school mathematics through the lenses of learning and equity. In W. G. Martin & M. E. Strutchens (Eds.), *The learning of mathematics, Sixty-Ninth Yearbook,* (pp. 97-112). Reston, VA: National Council of Teachers of Mathematics.

Secada, W. G. (1989). Educational equity versus equality of education: An alternative conception. In W. G. Secada (Ed.), *Equity in education* (pp. 68-88). London: Falmer.

Solomon, Y. (2009). *Mathematical literacy. Developing identities of inclusion. *New York: Routledge.

Strutchens, M. E. (2000). Confronting beliefs and stereotypes that impede the mathematical empowerment of African American Students. In M. E. Strutchens, M. Johnson, & W. Tate (Eds.). *Changing the Faces of Mathematics: Perspectives on African Americans* (pp. 7 –14). Reston, VA: National Council of Teachers of Mathematics.

Strutchens, M.E. & Quander, J. R. (Eds.). (2011). *Focus in high school mathematics: Fostering reasoning and sense making for all students. *Reston, VA: National Council of Teachers of Mathematics.

Strutchens, M.E., Quander, J. R. & Gutierréz, R. (2011). Mathematics learning communities that foster reasoning and sense making for all high school students. In M. E. Strutchens & J. R. Quander (Eds.). *Focus in high school mathematics: Fostering reasoning and sense making for all students *(pp. 101-114)*. *Reston, VA: National Council of Teachers of Mathematics.

Strutchens, M.E. (Special Issue Ed.) (2012). *Journal of Mathematics Teacher Educa*tion, 15(1).

Strutchens, M. E., Bay-Williams, J., Civil, M., Chval, K., Malloy, C., White, D., D'Ambrosio, B. & Berry, R. (2012). Foregrounding equity in mathematics teacher education. *Journal of Mathematics Teacher Education*, 15(1), 1-7.

Strutchens, M.E. (2018). Obtaining social justice via culturally inclusive mathematics. *Special Edition of the New England Mathematics Journal: Toward Teaching Mathematics Through Social Justice II, 51(2)*, 18 -31.

Tate, W. F. & Rousseau, C. K. (2007). Engineering change in mathematics education: Research, policy, and practice. In F. Lester (Ed.), *Second handbook of research on mathematics teaching and learning* (Vol. 2, pp. 1209-1245). Reston, VA: National Council of Teachers of Mathematics.

Teaching Tolerance (2016). *Social justice standards: The teaching tolerance anti-bias framework*. Montgomery, AL: Teaching Tolerance.

Wager, A. A. & Stinson, D.W. (Eds.) (2012). *Teaching mathematics for social justice: Conversations with educators. *Reston, VA: National Council of Teachers of Mathematics.

White, D. Y., Crespo, S. & Civil,M. (Eds)(2016. *Cases for mathematics teacher educators: Facilitating conversations about inequities in mathematics classrooms*. Charlotte, NC: IAP– Information Age Publishing, Inc.

White, D. Y., Fernandes, A. and Civil, M. (Eds.) (2018). *Access and equity: Promoting high quality mathematics in grades 9-12*. Reston, VA.: National Council of Teachers of Mathematics.

Woolley, M. E., Strutchens, M.E., Gilbert, M.C., & Martin, W. G. (2010). Mathematics success of black middle school students: Direct and indirect effects of teacher expectations and reform practices. *Negro Educational Review*, *61*(1-4), 41-59.