General+Readings

About teaching
. Reading mathematics: More than words can say. //The Reading Teacher//, 56 (8) 786-795.

. Historical, cultural, and social implications of mathematics. In Gutstein, E. & Peterson, B. (Eds). //Rethinking Mathematics: Teaching Social Justice by the Numbers// (pp.43-44). Milwaukee, WI: Rethinking Schools, Inc.

. 'We've still got to learn!' Students' perspectives on ability grouping and mathematics achievement. In P. Gates (Ed.), //Issues in mathematics teaching// (pp. 77-92). London: Routledge Falmer.

. A Revolution in One Classroom: The Case of Mrs. Oublier. //Educational Evaluation and Policy Analysis, 12//(3), 311-329.

. Benny's conception of rules and answers in IPI mathematics. In T. P. Carpenter, J. A. Dossey & J. L. Koehler (Eds.), //Classics in Mathematics Education Research// (pp. 48-59). Reston, VA: National Council of Teachers of Mathematics.

. Developing social justice mathematics curriculum from students' realities: A case of a chicago public school. In W. Ayers, T. Quinn & D. Stovall (Eds.), //Handbook of social justice in education// (pp. 690-698). New York: Routledge.

Irujo, S. (2007). So Just What Is the Academic Language of Mathematics? //The ELL Outlook//, May/June 2007.

. //The Dreamkeepers: Successful Teachers of African American Children//. San Francisco, CA: Jossey-Bass.

. It doesn't add up: African American students' mathematics achievement. //Journal for Research in Mathematics Education, 28//(6), 697-708.

. //Teaching Problems and the Problems of Teaching//. New Haven and London: Yale University Press.

. //Radical equations : Math literacy and civil rights//. Boston: Beacon Press.

(2011-2012, winter). Plotting inequalities, building resistance. //Rethinking Schools//, 26 (2), 46-49.

. The Math Wars. //Educational Policy, 18//(1), 253-286.

. What Should Not Be in the Algebra and Geometry Curricula of Average College-Bound Students?: A strong argument is presented. Does it reflect your thinking? //Mathematics Teacher, 100//, 68-77.