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Session Type: Paper Session
This session explores the voices, perspectives, and experiences made manifest in mathematics textbooks, social justice curricula, and (participatory) research.
A Comparative Analysis of Proportional Reasoning in U.S. and Korean Mathematics Textbooks - Ji-Won Son, University at Buffalo - SUNY; SeungJung Jo, SUNY - Geneseo
Understanding the Cultural Assumptions in Middle School Algebra Textbook Sections - Tiffini Pruitt-Britton, Southern Methodist University; Candace A. Walkington, Southern Methodist University
Opportunities in Social Justice Mathematics Curriculum: Analyzing High School Algebra Lessons - Erin Barno, Boston University; Leslie Dietiker, Boston University
A Study of Successful Doctoral Students in Mathematics From Historically Marginalized Groups - Carl Westine, University of North Carolina - Charlotte; Sarah Elizabeth Sword, Education Development Center, Inc.; Michael Young, Iowa State University
A Participatory Turn in Mathematics Education Research: Possibilities and Tensions - Molade Osibodu, York University; Sunghwan Byun, North Carolina State University; Carlos A. LopezLeiva, University of New Mexico