Publications

Recent publications, updated January 2017

Books edited 
Esmonde, I., & Booker, A. (Eds.). (2016). Power and Privilege in the Learning Sciences: Critical and Sociocultural Theories. New York, NY: Routledge Press.

Book Chapters
Langer-Osuna, J., & Esmonde, I. (2017). Identity in Research on Mathematics Education. In Cai, J. (Ed.), Compendium for Research in Mathematics Education, Third Edition. (pp. 57-68). Reston, VA: National Council of Teachers of Mathematics.

Esmonde, I., & Booker, A.  (2016). Introduction. In Esmonde, I., & Booker, A. (Eds.). Power and Privilege in the Learning Sciences: Critical and Sociocultural Theories. (pp. 1-5). New York, NY: Routledge Press.

Esmonde, I. (2016). Power and sociocultural theories of learning. In Esmonde, I., & Booker, A. (Eds.). Power and Privilege in the Learning Sciences: Critical and Sociocultural Theories. (pp. 6-27). New York, NY: Routledge Press.

Esmonde, I., & Booker, A. (2016). Toward critical sociocultural theories of learning. In Esmonde, I., & Booker, A. (Eds.). Power and Privilege in the Learning Sciences: Critical and Sociocultural Theories. (pp. 162-174). New York, NY: Routledge Press.

Edwards, A. R., Esmonde, I., & Wagner, J. (2016). Learning mathematics. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (2nd edition). New York: Taylor and Francis.

Langer-Osuna, J., & Esmonde, I. (2015). It’s like you’re a teacher!: A social semiotic analysis of authority relations among high school mathematics students. In Trifonas, P. (Ed.), International Handbook of Semiotics. (pp. 1213-1224). Dordrecht: Springer.

Articles in Peer-Reviewed Journals
Esmonde, I. (2014). “Nobody’s rich and nobody’s poor… it sounds good, but it’s actually not!”: Affluent students learning mathematics and social justice. Journal of the Learning Sciences, 23(3), 348-391. DOI:10.1080/10508406.2013.847371

Esmonde, I. & Langer-Osuna, J. (2013). Power in numbers: Student participation in mathematical discussions in heterogeneous spaces. Journal for Research in Mathematics Education, 44(1), 288-315.

Takeuchi, M., & Esmonde, I. (2011). Professional development as discourse change: Teaching mathematics to English learners. Pedagogies: An International Journal, 6(4), 331-346.

Esmonde, I. (2011). Snips and snails and puppy dogs’ tails: Genderism and mathematics education. For the Learning of Mathematics, 31(2), 27-31.

Esmonde, I., Brodie, K., Dookie, L., & Takeuchi, M. (2009). Social identities and opportunities to learn: Student perspectives on group work in an urban mathematics classroom. Journal of Urban Mathematics Education. 2(2), 18-45.

Esmonde, I. (2009). Explanations in mathematics classrooms: A discourse analysis. Canadian Journal of Science, Mathematics and Technology Education. 9(2), 86-99.

Esmonde, I. (2009). Ideas and identities: Supporting equity in cooperative mathematics learning. Review of Educational Research. 79(2), 1008-1043.

Esmonde, I. (2009). Mathematics learning in groups: Analyzing equity in two cooperative activity structures. Journal of the Learning Sciences, 18(2), 247-284.

Refereed Conference Proceedings
Stinson, D.W., Bullock, E.C., Gutstein, E., Esmonde, I., Sengupta-Irving, T., Martin, D., Shah, N., & Gutiérrez, R. (2015). Exploring different theoretical frontiers. In Proceedings of the 8th Mathematics Education and Society Conference, Volume 1 (pp. 133-138). Portland, OR: Mathematics Education and Society.

Carlson-Lishman, S.M., & Esmonde, I. (2015). Teaching mathematics for social justice: Linking life history and social justice pedagogy. In  Proceedings of the 8th Mathematics Education and Society Conference, Volume 2 (pp. 398-412). Portland, OR: Mathematics Education and Society.

Esmonde, I., Curnow, J., & Rivière, D. (2014). Becoming an activist-mathematician in an age of austerity. In Proceedings of the 11th International Conference of the Learning Sciences (ICLS 2014) - Volume 1. 8 pages. Boulder, CO: International Society of the Learning Sciences.


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