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<p><strong>Working Papers</strong></p> <p>Agarwal, P. (2020, August 6). Disrupting gendered epistemic injustice in K-12 mathematics – A research synthesis. <a href="https://doi.org/10.31219/osf.io/7merv" rel="nofollow">https://doi.org/10.31219/osf.io/7merv</a> </p> <p>Chen, G. A., & Horn, I. (2020, August 5). Reviewing the research on marginalization in mathematics education. <a href="https://doi.org/10.31219/osf.io/nv6kd" rel="nofollow">https://doi.org/10.31219/osf.io/nv6kd</a> </p> <p>Gladstone, J., & Cimpian, A. (2020, June 30). Role models can help make the mathematics classroom more inclusive. <a href="https://doi.org/10.31219/osf.io/ktjy4" rel="nofollow">https://doi.org/10.31219/osf.io/ktjy4</a></p> <p>Johnson, A. M. (Embargoed). Social class, culture, and the reproduction of inequality in collaborative experiences among college students in STEM. <em>At the request of the author, this paper is embargoed. The author can be contacted at johnson.4848@osu.edu.</em></p> <p>Kroeper, K. M., & Murphy, M. (2020, August 5). Toward increasing equity and inclusion in mathematics classrooms: Exploring the potential of proactive confrontation in teacher-education. <a href="https://doi.org/10.31219/osf.io/ug7hy" rel="nofollow">https://doi.org/10.31219/osf.io/ug7hy</a> </p> <p>Miller-Cotto, D., & Lewis, N. A., Jr. (2020, August 6). Am I a “math person”? How classroom cultures shape math identity among Black and Latinx students. <a href="https://doi.org/10.31219/osf.io/hcqst" rel="nofollow">https://doi.org/10.31219/osf.io/hcqst</a> </p> <p>Ortiz, N. A. (2020, August 6). (Ontologically) Black and proud. <a href="https://doi.org/10.31219/osf.io/asnxh" rel="nofollow">https://doi.org/10.31219/osf.io/asnxh</a> </p> <p>Priniski, S. J., & Thoman, D. B. (2020, August 6). Fostering an inclusively relevant mathematics environment: The case for combining social-justice and utility-value approaches. <a href="https://doi.org/10.31219/osf.io/wsx9d" rel="nofollow">https://doi.org/10.31219/osf.io/wsx9d</a> </p> <p>Voigt, M., & Reinholz, D. L. (2020, August 6). Calculating Queer acceptance and visibility: A literature synthesis on Queer identity in mathematics. <a href="https://doi.org/10.31219/osf.io/pumqe" rel="nofollow">https://doi.org/10.31219/osf.io/pumqe</a> </p> <p>Wilkes, C. E., II, & Ball, D. L. (2020, August 5). How are Black learners positioned in mathematics classrooms? What do we know and what do we need to know? <a href="https://doi.org/10.31219/osf.io/ycv34" rel="nofollow">https://doi.org/10.31219/osf.io/ycv34</a> </p>
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