Disabled students have historically been dehumanized in education, generally, and in
research and practice related to school mathematics (K–12), particularly. Typically, they are …

The practice of futurity within Indigenous communities has existed since time immemorial,
with past, present, and future intertwined and with a focus on (re) membering and healing …

Caring for student affect when teaching social justice mathematics (SJM) is important
because discussions of social inequities may elicit emotional responses from students. This …

Many teacher activists engage in justice-oriented work within and outside their classrooms,
yet the work of mathematics teacher activists has been understudied. In this qualitative …

This study aimed to provide an integrated picture of teachers' attitudes toward ethnic
mathematics, an approach to teaching school mathematics. It addressed four main …

While there is increased attention to power, privilege, and access in mathematics education,
conversations around race and disability are often left out of the conversation. Disability in …

The authors enter this conversation on equity, inclusion, and belonging in early care and
education with abolition and ethnic studies as necessary standpoints that must be embodied …

Abstract Language is a source of power that preserves the status quo in its relationships with
learners and mathematics. However, there is a dearth of research that examines how …

ABSTRACT Borders—territorial, economic, political, and ideological—are processes of
social division. They monitor and exclude and are regulated, patrolled, and maintained by …

This article presents a synthesis of existing literature on ethnomodeling and the ways in
which it extends mathematical modeling research in mathematics teacher education. We …