Equity within mathematics education research as a political act: Moving from choice to intentional collective professional responsibility

Julia Aguirre, Beth Herbel-Eisenmann, Sylvia Celedón-Pattichis, Marta Civil, Trena Wilkerson, Michelle Stephan, Stephen Pape, Douglas H. Clements

Research output: Contribution to journalArticle

4 Citations (Scopus)
Original languageEnglish (US)
Pages (from-to)124-147
Number of pages24
JournalJournal for Research in Mathematics Education
Volume48
Issue number2
StatePublished - Mar 1 2017

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education

Cite this

Aguirre, J., Herbel-Eisenmann, B., Celedón-Pattichis, S., Civil, M., Wilkerson, T., Stephan, M., ... Clements, D. H. (2017). Equity within mathematics education research as a political act: Moving from choice to intentional collective professional responsibility. Journal for Research in Mathematics Education, 48(2), 124-147.

Equity within mathematics education research as a political act : Moving from choice to intentional collective professional responsibility. / Aguirre, Julia; Herbel-Eisenmann, Beth; Celedón-Pattichis, Sylvia; Civil, Marta; Wilkerson, Trena; Stephan, Michelle; Pape, Stephen; Clements, Douglas H.

In: Journal for Research in Mathematics Education, Vol. 48, No. 2, 01.03.2017, p. 124-147.

Research output: Contribution to journalArticle

Aguirre, J, Herbel-Eisenmann, B, Celedón-Pattichis, S, Civil, M, Wilkerson, T, Stephan, M, Pape, S & Clements, DH 2017, 'Equity within mathematics education research as a political act: Moving from choice to intentional collective professional responsibility', Journal for Research in Mathematics Education, vol. 48, no. 2, pp. 124-147.
Aguirre, Julia ; Herbel-Eisenmann, Beth ; Celedón-Pattichis, Sylvia ; Civil, Marta ; Wilkerson, Trena ; Stephan, Michelle ; Pape, Stephen ; Clements, Douglas H. / Equity within mathematics education research as a political act : Moving from choice to intentional collective professional responsibility. In: Journal for Research in Mathematics Education. 2017 ; Vol. 48, No. 2. pp. 124-147.
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