Harper, F. K., Caudle, L. A., Flowers, C. E., Rainwater, T., Quinn, M. & The CRRAFT Partnership. (2023). Centering teacher and parent voice to realize culturally relevant teaching of computational thinking in early childhood. Early Childhood Research Quarterly, 64, 381-393. https://doi.org/10.1016/j.ecresq.2023.05.001
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 42ndMeeting 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 31st 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 41st 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 40th 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 38th annual meeting of the North American Chapters of the International Group for the Psychology of Mathematics Education. Tucson, AZ: University of Arizona.
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.
solving world problems 