publications

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.

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 Facultys 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.