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 teaching. 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 Education, 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.