Anderson, B.N., Coleman-King, C., Wallace, K., & **Harper, F.K.** (2022). **Advancing critical and culturally relevant experiential learning: Preparing future educators in collaboration with practicing teachers to support STEM engagement in urban schools.** *The Urban Review*. https://doi.org/10.1007/s11256-021-00633-y

**Harper, F. K., ** Stumbo, Z., & Kim, N. (2021). **When robots invade the neighborhood: Learning to Teach PK-5 mathematics leveraging both technology and community knowledge**. *Contemporary Issues in Technology and Teacher Education. 21*(1).

**Harper, F. K., **Rosenberg, J. M., Compberry, S., Howell, K., & Womble, S. (2021). **#mathathome during the COVID-19 pandemic: Exploring and reimagining resources and social supports for parents**. *Education Sciences*, *11(*2), 60.

**Harper, F. K., **Maher, E. M., & Jung, H. (2021). **Whiteness as a stumbling block in learning to teach mathematics for social justice**. *Investigations in Mathematics Learning. 13*(1), 5-17.

Thanheiser, E., **Harper, F. K., **Jackson, C., Jessup, N., Kalinec-Craig, C., Yeh, C. & Sugimoto, A. (2020). **New working group: Teaching mathematics for social justice in the context of university mathematics content and methods courses.** In A.I. Sacristán, J.C. Cortés-Zavala, & P.M. Ruiz-Arias (Eds). *Mathematics education across cultures: Proceedings of the 42 ^{nd}Meeting of the North America Chapter of the International Group for the Psychology of Mathematics Education *(pp. 185-188). Mexico. https:/doi.org/10.51272/pmena.42.2020

**Harper, F. K. **& Crespo. S. (2020). **Learning to collaborate while learning mathematics**. *Mathematics Teacher: Learning and Teaching PK-12, 113*(10).

**Harper, F. K. **& Anderson, B. (2020). “I just get all stressed out”: Coping with perfectionism as a Black gifted girl in mathematics. In N. M. Joseph (Ed.) * Understanding the intersections of race, gender, and gifted education: An anthology by and about talented Black girls and women in STEM*. Charlotte, NC: Information Age Publishing.

**Harper, F. K., **Stumbo, Z., & Kim, N. (2020). **When robots invade the neighborhood: Learning to teach PK-5 mathematics leveraging both technology and community knowledge.** *Proceedings for the 31 ^{st} annual conference of the Society for Information Technology and Teacher Education* (pp. 360-367). Online.

Crespo, S. & **Harper, F. K. **(2019). **Learning to pose collaborative mathematics problems with secondary prospective teachers**. *International Journal of Educational Research. *Advance online publication.

**Harper, F. K**. (2019). **A qualitative metasynthesis of teaching mathematics for social justice in action: Pitfalls and promises of practice**. *Journal for Research in Mathematics Education*, *50*(3), 268-310.

**Harper, F.K. **(2019). **Collaboration and critical mathematical inquiry: Negotiating mathematics engagement, identity, and agency**. *Bank Street College of Education Occasional Paper Series, 2019*(41).

**Harper, F. K. **(2019). Using graphic elicitation methods to talk about social identities and mathematics. * Mathematics Education and Society 10*, Hyderabad, India.

Craig, J., Guzmán, L., & **Harper, F. K**. (2019). **Quantitative literacy supporting informed citizenship: Efficient functions and/or disruptive action?** In L. Tunstall, G. Karaali, & V. Piercey (Eds.), *Shifting contexts, stable core: Advancing quantitative literacy in higher education *(pp. 207-214*). *Mathematical Association of America.

Kim, N. & **Harper, F. K. **(2019). Structured participation promotes access and accountability during cooperative learning in mathematics education. In S. Otten, A. G. de Araujo, C. Haines, & C. Munter (Eds.), * Proceedings of the 41^{st} annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*, St Louis, MO.

**Harper, F. K.,** Najarro, E., Bartell, T. G., & Drake, C. (2018). **“How I want to teach the lesson”: Framing children’s multiple mathematical knowledge bases in the analysis and adaptation of existing curriculum materials.** In Bartell, T.G. (Ed.) *Toward equity and social justice in mathematics education. *Springer.

**Harper, F. K., **& Deshpande, D. (2018). Social justice drive STEM: Achieving equity goals through integrated mathematics education. In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), * Proceedings of the 40^{th} annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*, Charlotte, SC.

Plumb, A., Roberts-Caudle, C. **Harper, F. K.,** & Jones, D. A., (2017). **Connecting to local issues in mathematics classrooms.** *Teaching Children Mathematics, 23*(9), 518-520.

**Harper, F. K**., Herbel-Eisenmann, B. & McCloskey, A., (2017). Diverse perspectives on sociopolitical framings for mathematics methods. In Kastberg, S., Tyminski, A. M., Lischka, A., & Sanchez, W. (Eds.) * Building support for scholarly practices in mathematics methods. *Charlotte, NC: Information Age Publishing.

**Harper, F. K.,** Sanchez, W., & Herbel-Eisenmann, B. (2017). Doing mathematics across languages: Exploring possibilities for supporting emergent bilinguals’ mathematical communication and engagement. In Kastberg, S., Tyminski, A. M., Lischka, A., & Sanchez, W. (Eds.) * Building support for scholarly practices in mathematics methods. *Charlotte, NC: Information Age Publishing. Accepted for publication.

**Harper, F.K.** (2017). **Coming to understand the big issues: Remaking meaning of social justice through mathematics across the school year.** *Mathematics Education and Society 9*, Volos, Greece.

Scroggins, A., Herbel-Eisenmann, B., **Harper, F. K.**, & Bartell, T. (2017). **Designing and facilitating mathematics teacher professional development toward equitable systems: Weaving together mathematics, discourse, community, positionality, and action research.** *Mathematics Education and Society 9*, Volos, Greece.

LópezLeiva, C., Larnell, G., **Harper, F. K.,** & Herbel-Eisenmann, B. (2016).** Epistemologies and coalitions sin fronteras in mathematics education**.

*Proceedings of the 38*Tucson, AZ: University of Arizona.

^{th}annual meeting of the North American Chapters of the International Group for the Psychology of Mathematics Education.**Harper, F. K.**, Najarro, E., Bartell, T. G., & Drake, C. (2015). **Identifying spaces for diverse learners’ multiple mathematical knowledge bases in existing curriculum**. *Proceedings of the 37th Annual Meeting of North American Chapter of the International Group for the Psychology of Mathematics Education.* East Lansing: Michigan State University.

Harper, F. K. (2016). **Changing patterns. Changing my world?: Using my personal evolution of critical race consciousness in mathematics teacher education**. In Joseph, N. M., Haynes, C. M. & Cobb, F. (Eds.) *Interrogating Whiteness and Relinquishing Power: White Faculty**’**s Commitment to Racial Consciousness in STEM Classrooms. *New York, NY: Peter Lang Publishing.

Harper, F. K. & Orr, S. (2015). **Algebra and literacy: A social justice pairing**. In Richards, J. C. & Zenkov, K. (Eds.) *Social justice, the Common Core and closing the instructional gap: Empowering diverse learners and their teachers*. Charlotte, NC: Information Age Publishing.

Harper, F. K., Suh, H., Nurnberger-Haag, J., Herbel-Eisenmann, B. (2015). **A review of the book by Elizabeth de Freitas and Natalie Sinclair (2014) Mathematics and the body: Material entanglements in the classroom**. *Educational Studies in Mathematics*, *90*, 221-230.