**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*(2^{nd}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 8*,^{th}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 8*pp. 398-412)^{th}Mathematics Education and Society Conference, Volume 2 (*.*Portland, OR: Mathematics Education and Society.*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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