My Problematic Fave

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Aubrey Neihaus Wichita State University, Kansas

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Crystal Kalinec-Craig University of Texas at San Antonio

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Priya V. Prasad University of Texas at San Antonio

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Marcy B. Wood University of Arizona, Tucson

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A guide for revising tasks with harmful contexts

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Mathematics Teacher: Learning and Teaching PK-12
  • Aguirre, J. , Mayfield-Ingram, K. , & Martin, D. B. (2013). The impact of identity in K-8 mathematics learning and teaching: Rethinking equity-based practices. National Council of Teachers of Mathematics.

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  • Berry, R. Q. (2008). Access to upper-level mathematics: The stories of successful African American middle school boys. Journal for Research in Mathematics Education, 39(5), 464488. https://doi.org/10.5951/jresematheduc.39.5.0464

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  • Bishop, R. S. (1990, March). Windows and mirrors: Children’s books and parallel cultures. In California State University reading conference: 14th annual conference proceedings (pp. 312).

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  • Dictionary.com (2018, March 1) Problematic Fave Meaning & Origin. https://www.dictionary.com/e/slang/problematic-fave/

  • Dunleavy, T. K. (2015). Delegating mathematical authority as a means to strive toward equity. Journal of Urban Mathematics Education, 8(1), 6282. https://doi.org/10.21423/jume-v8i1a242

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  • Ebbesmeyer, C. C., & Ingraham, W. J. (1992, August 25). Shoe spill in the North Pacific. Eos 73(34), 361365. https://doi.org/10.1029/91EO10273.

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  • Featherstone, H. , Crespo, S. , Jilk, L. M. , Oslund, J. A. , Parks, A. N. , & Wood, M. B. (2011). Smarter together! Collaboration and equity in the elementary math classroom. National Council of Teachers of Mathematics.

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  • Felton, M. D. (2010). News & Views: Is math politically neutral?. Teaching Children Mathematics, 17(2), 6063. https://doi.org/10.5951/TCM.17.2.0060

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  • Gutiérrez, R. (2011). Context matters: How should we conceptualize equity in mathematics education?. In B. Herbel-Eisenmann, J. Choppin, D. Wagner, & D. Primm (Eds.), Equity in discourse for mathematics education: Theories, practices, and policies (pp. 1733). Springer Netherlands. https://doi.org/10.1007/978-94-007-2813-4_2

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  • Lester, F. K. Jr. (2002). Classroom challenge: Condo problem. In B. Litwiller & G. Bright (Eds.), Making sense of fractions, ratios, and proportions: 2002 yearbook (pp. 191192). National Council of Teachers of Mathematics.

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  • Martin, D. B. (2015). The collective Black and principles to actions. Journal of Urban Mathematics Education, 8(1), 1723. https://doi.org/10.21423/jume-v8i1a270

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  • Nabb, K. , Murawska, J. , Doty, J. , Fredlund, A. , Hofer, S. , McAllister, C. , Miller, S. , Nassif, Z. , Pearson, S. , Pike-Nobile, A. , & Welch, E. (2020). The Condo Problem: Is this culturally responsive teaching? Mathematics Teacher: Learning and Teaching PK–12, 113(9), 692701. https://doi.org/10.5951/MTLT.2019.0400

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  • Prasad, P. V. , & Kalinec-Craig, C. (2021). Creating a democratic mathematics classroom: The interplay of the rights and responsibilities of the learner. Democracy and Education, 29(1), 2. https://democracyeducationjournal.org/home/vol29/iss1/2

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  • Shelton, S. Z. (2020). Disability justice, White supremacy, and harm reduction pedagogy: Enacting anti-racist crip teaching. JCSCORE, 6(1), 190208. https://doi.org/10.15763/issn.2642-2387.2020.6.1.190-208

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  • Waid, B. E. (2021). “The Condo Problem”: Musings of a queer mathematics educator. Mathematics Teacher: Learning and Teaching PK–12, 114(5), e12e15. https://doi.org/10.5951/MTLT.2020.0328

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  • Yeh, C. , & Otis, B. M. (2019). Mathematics for whom: Reframing and humanizing mathematics. Occasional Paper Series, 2019(41), 8. https://doi.org/10.58295/2375-3668.1276

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