1. Adiredja, A. P., & Louie, N. (2020). Untangling the web of deficit discourses in mathematics education. For the Learning of Mathematics, 40(1), 42–46.
2. Aguirre, J., Mayfield-Ingram, K., & Martin, D. (2013). The impact of identity in K-8 Mathematics Learning and Teaching: Rethinking equity-based practices. National Council of Teachers of Mathematics.
3. Aguirre, J. M., Suh, J. M., Tate, H., Carlson, M. A., Fulton, E. A., & Turner, E. E. (2022). Leveraging Equity and Civic Empathy through Community-Based Mathematical Modeling. North American Chapter of the International Group for the Psychology of Mathematics Education, 349–358. Retrieved from https://par.nsf.gov/biblio/10404296.
4. Anhalt, C. O. (2014). Scaffolding in Mathematical modeling for ELLs. The Common Core State standards in Mathematics for English Language learners: Grades K-8 (pp. 111–126). Teaching English to Speakers of Other Languages (TESOL) International Association Publications.
5. Anhalt, C. O., Staats, S., Cortez, R., & Civil, M. (2018). Mathematical modeling and culturally relevant pedagogy. Cognition, Metacognition, and Culture in STEM Education: Learning, Teaching and Assessment, 307–330.