# Publications

**Comelli, F. A. M.**, da Costa, M., & dos Santos Tavares, E. (2021). “I don’t know if I can handle it all”: Students’ affect during remote education in the COVID-19 pandemic in Brazil. *The International Review of Research in Open and Distributed Learning*, *22*(4), 53-71.

Ramos, W. R., **Comelli, F. A. M.**, & Manrique, A. L. (2021). Meanings of interdisciplinarity attributed by mathematics teachers’ educators and teachers of the Municipal Schools of São Paulo. *Acta Scientiae*, *23*(8).

Batista, L. O.; Tavares, E. S.; Oliveira, B.S.; Costa, M. & **Comelli, F. A. M.** (2021). Paulo Freire: tecnologia, educação e humanização [Paulo Freire: technology, education and humanization]. In A. R. V. Schmitt & L. M. D. Pacheco (Eds.), *Tempos de diversidade e ressignificação da educação* (pp. 63-81). Pimenta Cultural.

**Dubbs, C. H.** (2021). Urban mathematics education research: Using citation cartography to map bubbles and foams in mathematics education research. *Journal of Urban Mathematics Education*, *14*(2), 16–41 .

**Abtahi, Y.** (2021). What if I was harmful?: Reflecting on the ethical tensions associated with teaching the dominant mathematics. *Educational Studies in Mathematics*. Advance online publication.

**Hall, J.**, & Noren, E. (Eds). (2021). Special Issue: Innovations in "gender issues" research in mathematics education. *Mathematics Education Research Journal*, *33*(4). https://link.springer.com/journal/13394/volumes-and-issues/33-4

**Moore, A. S.**, & Johnson, E. (2021). Borders, gender, and performative contradictions in active learning. *Proceedings of the 11th Mathematics Education and Society Conference*. Klagenfurt, Austria: University of Klagenfurt.

**Bowers, D. M.**, & Lawler, B. R. (2021). Anarchism as a methodological foundation in mathematics education: A portrait of resistance. *Proceedings of the 11th Mathematics Education and Society Conference*. Klagenfurt, Austria: University of Klagenfurt.

**Waid, B. E.** (2021). The condo problem: Musings of a queer mathematics educator. *Mathematics Teacher: Learning and Teaching PK-12*, *114*(5).

**Dubbs, C.**, & Herbel-Eisenmann, B. (2021). “Shh”: Shifting discourse patterns and techniques of surveillance in middle-school mathematics classrooms. *ZDM Mathematics Education*. Advance online publication.

**Dubbs, C.** (2021). *Mathematics education atlas: Mapping the field of mathematics education research*. Crave Press. https://MathEdAtlas.org

**Savich, T. M.**, Taylor, E. M., & Willey, C. J. (2021). A critical examination of mathematics curriculum studies. In W. H. Schubert & M. Fang (Eds.), *Oxford research encyclopedia of education*. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1651

**Waid, B. E.**, & Turner, K. H. (2021). Inqu[ee]ry across the curriculum. *English Journal*, *110*(3), 82–88.

**Dubbs, C.** (2020). Learner, Student, Mathematician: What researchers call the subjects of mathematics education. *Philosophy of Mathematics Education Journal*, *36*. http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/pome36/

**Waid, B. E.** (2020). Supporting LGBTQ+ students in K-12 mathematics. *Mathematics Teacher: Learning and Teaching PK-12*, *113*(11), 874–884.

**Dubbs, C. **(2020). Whose ethics? Towards clarifying ethics in mathematics education research. *Journal of Philosophy of Education*, *54*(3), 521–540. https://doi.org/10.1111/1467-9752.12427

**Bonfiglio, R. C. **(2020). Ethics in mathematics classroom discussions. In J. E. Bleasdale & J. A. Sullivan (Eds.), *Social conscience and responsibility: Teaching the common good in secondary education* (pp. 107–119). Rowman & Littlefield Publishers.

**Comelli, F. A. M.**, & Silva, A. C. R. (2020). Professores de matemática e física, e suas crenças sobre educação inclusiva. [Math and physics teachers and their beliefs about inclusive education]. *Ágor@-Revista Acadêmica de Formação de Professores*, *4*(6).

Ramos, W. R., **Comelli, F. A. M.**, & Manrique, A. L. (2020). A interface entre políticas públicas e educação matemática: o que nos revela o levantamento sobre as pesquisas na área. [The interface between public policies and mathematical education: what reveals the review of research in the area]. In *XIV Encontro Paulista de Educação Matemática* (pp. 991-998). SBEM.

**Savich, T. M.** (2020). Towards a critical mathematics. *Mathematics Teaching–Research Journal Online*, *12*(2), 245–291.

**Bowers, D. M. **& Lawler, B. (2020). Reconciling tensions in equity discourse through an anti-hierarchical (anarchist) theory of action. *Proceedings of the 42nd annual meeting of the North American Chapter of the International Group for Psychology in Mathematics Education*. Mazatlán, Mexico.

**Moore, A. S. **(2020). Queer identity and theory intersections in mathematics education. Mathematics Education Research Journal. Advance online publication. https://doi.org/10.1007/s13394-020-00354-7

**Sheldon, J.** (2019). Towards a queer curriculum of infinity. In W. Letts & S. Fifield (Eds.), *STEM of desire: Queer theories and science education* (pp. 307–318). Brill.

Tan, P., Padilla, A., Mason, E., & **Sheldon, J.** (2019). *Humanizing disability in mathematics education: Forging new paths*. National Council of Teachers of Mathematics.

**Bowers, D. M. **(2019). Rhetoricocentrism and methodocentrism: Reflecting on the momentum of violence in (mathematics education) research. *Proceedings of the 41st annual meeting of the North American Chapter of the International Group for Psychology in Mathematics Education* (pp. 261-265). St. Louis, MO.

**Comelli, F. A. M.**, Ramos, W. R., & Manrique, A. L. (2019). Atitudes em matemática: o que a academia tem produzido de conhecimento? [Attitudes in Mathematics: What has academy produced of knowledge?]. In *XIII Encontro Nacional de Educação Matemática—ENEMAt*: Cuiabá - MT.

**Bowers, D. M.** (2019). Critical analysis of whiteness in a mathematics education proseminar syllabus. In J. Subramanian (Ed.), *Proceedings of the 10th international Mathematics Education and Society conference* (pp. 284-293). Hyderabad, India.

*Note: Positionality statement out-of-date. Author now openly identifies as nonbinary

**Savich, T. M.**, Jacobson, E., Bharaj, P., & Eker, A. (2019). Modeling researcher discourse with analytic pragmatism. *Proceedings of the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*. St. Louis, MO.

**Comelli, F. A. M.** & Manrique, A. L. (2019). About affect and meta-affect in mathematics education: An interview with Gerald A. Goldin. *Educação Matemática Pesquisa*, *21*, 566–578.

### Sobre afeto e meta-afeto na educação matemática (Português)

**—.** (2019). Sobre afeto e meta-afeto na educação matemática: uma entrevista com Gerald A. Goldin. *Educação Matemática Pesquisa*, *21*, 579–592.

**Bowers, D. M.** & Küchle, V. A. B. (2019). Mathematical proof and genre theory. *The Mathematical Intelligencer*, *42*, 48-55.

*Note: One of the goals of this paper was to share critical perspectives with an unfamiliar audience (mathematicians) and work towards normalizing such perspectives within that community.

**Bowers, D. M.** (2018). Opening space for change and empowerment through philosophical and structural contemplation in teacher professional development. In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), *Proceedings of the 40th annual meeting of the North American Chapter of the International Group for Psychology in Mathematics Education* (pp. 286-293). Greenville, SC.

**Comelli, F. A. M.**, & Silva, A. C. R. (2017). Considerações a respeito de crenças de professores sobre educação inclusiva em uma instituição de educação básica de Santos-SP (Brasil). [Considerations about Teachers' Beliefs on Inclusive Education in an Elementary Educational Institution of Santos-SP (Brazil)]. In *Encuentro Internacional por la Unidad de los Educadores: Pedagogía 2017* (pp. 280–288). Sello Editor Educación Cubana.

**Sheldon, J.** (2017). The pedagogy of the student: Reclaiming agency in receptive subject-positions. *Journal of Curriculum Theorizing*, *32*(1), 91–103.

**Comelli, F. A. M.** (2016). Da ignorância às fontes do conhecimento: um intruso entre Popper e o conceito de limite. [From ignorance to the source of knowledge: a intrude between Popper and the limit concept]. *Práticas Pedagógicas: Registros e Reflexões*, *4*, 1–19.

**Dubbs, C.** (2016). A queer turn in mathematics education research: Centering the experience of marginalized queer students. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), *Proceedings of the 38th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education*. The University of Arizona.

**Sheldon, J.** (2014). Transforming from the bottom up: A book review of mathematics for equity: A framework for successful practice. *Journal of Urban Mathematics Education*, *7*(2).

## Manuscripts in Preparation by Our Members

(sorted in forward chronology)

### A Mathematical Inqu[ee]ry of the Pay Gap

**Waid, B. E.** (under review). A mathematical inqu[ee]ry of the pay gap. *Journal of Mathematics Education at Teachers College*.

### Interdisciplinary meanings attributed by mathematics teachers

Ramos, W. R., **Comelli, F. A. M.**, & Manrique, A. L. (in process). Interdisciplinary meanings attributed by mathematics teachers and trainers in the public school system of São Paulo. Special Issue on Mathematics Education, *Curricula of Acta Scientiae* (ISSN 2178-7727 – A1 journal).

### A Literature Review of Mathematical Affect and Attitude

**Comelli, F. A. M.** (in process). The Brazilian research on mathematics-related affect: an integrative literature review of attitude. **Invited** paper for *Educação Matemática Pesquisa* (ISSN 1983-3156 – A2 journal).

### Methodocentrism and Method in Mathematics Education Research: The Reproduction of Positivism In Absentia

**Bowers, D. M.** (2022, forthcoming). Methodocentrism and method in mathematics education research: The reproduction of positivism in absentia. Manuscript in preparation.

### Rhetorical Stasis: The Failings of "Where's the Math?" and "Both/And"

**Bowers, D. M.** (2022, forthcoming). The failings of "where's the math?" and "both/and". Manuscript in preparation.

### The Case for Queer and Trans Pedagogy in Mathematics Teacher Education

**Waid, B. E.**, & Suárez, M.I. (in preparation). “The case for queer and trans pedagogy in mathematics teacher education.” Book Chapter in AMTE's Professional Book Series *Reflection on Past, Present and Future*.

### Queer Money Matters: 7th and 8th Graders Conduct an Intersectional Analysis of the Pay Gap and Its Implications for LGBTQ+ Families

**Waid, B. E.**, & Champagne, Z. (in preparation). Queer money matters: 7th and 8th graders conduct an intersectional analysis of the pay gap and its implications for LGBTQ+ families. Target Journal: *Mathematics Teacher: Learning and Teaching PK-12*.

### At the Intersections: Reflecting on One Mathematics Teacher’s Queer, Latinx, and Mathematical Identities

**Waid, B. E.** (in preparation). At the intersections: Reflecting on one mathematics teacher’s queer, Latinx, and mathematical identities. Target Journal: *Journal of LGBT Youth*.