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Volume 9 (2021): Issue 3 (Jun 2021)

in Mathematics Teacher Educator
Print ISSN:
2167-9789
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  • Editorial
    • Equity, Identity, and Power: Disrupting Neutrality Myths
  • Articles
    • Mathematics Teachers’ Understanding of Privilege and Oppression
    • Exploring Power and Oppression: An Examination of Mathematics Teacher Educators’ Professional Growth
    • If the World Were a Village: Learning Mathematics While Learning About the World
    • Developing an Asset-Based View of Students’ Mathematical Competencies Through Learning Trajectory-Based Lesson Study
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