Math Metaphors: Windows Into Mathematical Experiences

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Aguirre, J. , Martin, D. B. , & Mayfield-Ingram, K. (2013). The impact of identity in K–8 mathematics learning and teaching: Rethinking equity-based practices. National Council of Teachers of Mathematics.)| false
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Davis, R. B. (2007). Emotion and thought. Mathematics Teaching in the Middle School, 12(9), 522–529. https://doi.org/10.5951/MTMS.12.9.0522

Davis, R. B. (2007). Emotion and thought. Mathematics Teaching in the Middle School, 12(9), 522–529. https://doi.org/10.5951/MTMS.12.9.0522 )| false
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DeBellis, V. A. , & Goldin, G. A. (2006). Affect and meta-affect in mathematical problem solving: A representational perspective. Educational Studies in Mathematics, 63(2), 131–147. https://doi.org/10.1007/s10649-006-9026-4

DeBellis, V. A. , & Goldin, G. A. (2006). Affect and meta-affect in mathematical problem solving: A representational perspective. Educational Studies in Mathematics, 63(2), 131–147. https://doi.org/10.1007/s10649-006-9026-4 )| false
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Goldin, G. A. , (2022). Affect, meta-affect, and mathematical belief structures. In G. C. Leder, E. Pehkonen, & G. Torner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 59–72). Mathematics Education Library, vol 31. Springer. https://doi.org/10.1007/0-306-47958-3_4

Goldin, G. A. , (2022). Affect, meta-affect, and mathematical belief structures. In G. C. Leder, E. Pehkonen, & G. Torner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 59–72). Mathematics Education Library, vol 31. Springer. https://doi.org/10.1007/0-306-47958-3_4 )| false
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Good, C. , Rattan, A. , & Dweck, C. S. (2012). Why do women opt out? Sense of belonging and women’s representation in mathematics. Journal of Personality and Social Psychology, 102(4), 700–717. https://doi.org/10.1037/a0026659

Good, C. , Rattan, A. , & Dweck, C. S. (2012). Why do women opt out? Sense of belonging and women’s representation in mathematics. Journal of Personality and Social Psychology, 102(4), 700–717. https://doi.org/10.1037/a0026659 )| false
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Jansen, A. (2020). Rough draft math: Revising to learn. Stenhouse Publishers.

Jansen, A. (2020). Rough draft math: Revising to learn. Stenhouse Publishers.)| false
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Khodai, H. (2021). Belonging through social emotional learning. Mathematics Teacher: Learning and Teaching PK–12, 114(7), 556–557. https://doi.org/10.5951/MTLT.2021.0084

Khodai, H. (2021). Belonging through social emotional learning. Mathematics Teacher: Learning and Teaching PK–12, 114(7), 556–557. https://doi.org/10.5951/MTLT.2021.0084 )| false
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Leatham, K. R. , & Hill, D. S. (2010). Exploring our complex math identities. Mathematics Teaching in the Middle School, 16(4), 224–231. https://doi.org/10.5951/MTMS.16.4.0224

Leatham, K. R. , & Hill, D. S. (2010). Exploring our complex math identities. Mathematics Teaching in the Middle School, 16(4), 224–231. https://doi.org/10.5951/MTMS.16.4.0224 )| false
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Martin, D. B. (2006). Mathematics learning and participation as racialized forms of experience: African American parents speak on the struggle for mathematical literacy. Mathematical Thinking and Learning, 8(3), 197–229. https://doi.org/10.1207/s15327833mtl0803_2

Martin, D. B. (2006). Mathematics learning and participation as racialized forms of experience: African American parents speak on the struggle for mathematical literacy. Mathematical Thinking and Learning, 8(3), 197–229. https://doi.org/10.1207/s15327833mtl0803_2 )| false
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Osland, J. A., & Barton, J. (2017). Creating zines: Supporting powerful math identities. Mathematics Teaching in the Middle School, 23(1), 20–28. https://doi.org/10.5951/mathteacmiddscho.23.1.0020

Osland, J. A., & Barton, J. (2017). Creating zines: Supporting powerful math identities. Mathematics Teaching in the Middle School, 23(1), 20–28. https://doi.org/10.5951/mathteacmiddscho.23.1.0020 )| false
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Swanson, P. E. (2013). Overcoming the “run” response. Mathematics Teaching in the Middle School, 19(2), 94–99. https://doi.org/10.5951/mathteacmiddscho.19.2.0094

Swanson, P. E. (2013). Overcoming the “run” response. Mathematics Teaching in the Middle School, 19(2), 94–99. https://doi.org/10.5951/mathteacmiddscho.19.2.0094 )| false
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Turner, E. E. (2003). Critical mathematical agency: Urban middle school students engage in mathematics to investigate, critique, and act upon their world. [Doctoral dissertation, The University of Texas at Austin]. Texas Scholar Works. https://repositories.lib.utexas.edu/handle/2152/1015

Turner, E. E. (2003). Critical mathematical agency: Urban middle school students engage in mathematics to investigate, critique, and act upon their world. [Doctoral dissertation, The University of Texas at Austin]. Texas Scholar Works. https://repositories.lib.utexas.edu/handle/2152/1015 )| false
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