Robin Keturah Anderson

The Viability of Topic Modeling to Identify Participant Motivations for Enrolling in Online Professional Development

Online Learning, 28(1), 175–195.

Between race-evasiveness and the pursuit of racial competence: Secondary mathematics preservice teachers’ understandings of race in an introductory methods course

Social Sciences & Humanities Open, 8(1), 100603.

Mathematics Teachers’ Participatory Patterns Between Face-to-Face and Virtual Professional Learning Environments

Contemporary Issues in Technology and Teacher Education, 23(1). https://citejournal.org/volume-23/issue-1-23/mathematics/mathematics-teachers-participatory-patterns-between-face-to-face-and-virtual-professional-learning-environments/

Stuck in Our Whiteness: The Power of Student Feedback for Perspective-Taking within Collaborative Self-Study

Philosophy of Mathematics Education, (40), 1–26. https://education.exeter.ac.uk/research/centres/stem/publications/pmej/pome40/Donaldson%20et%20al.docx

Acknowledgement and Action: Teachers’ First Act Towards Avenues for Social Justice Work

North American Chapter of the International Group for the Psychology of Mathematics Education Annual Meeting, PME-NA XLIV. Presented at the North American Chapter of the International Group for the Psychology of Mathematics Education Annual Meeting, PME-NA XLIV, Nashville, TN.

Becoming together: Interrogating anti-racism in teacher education through critical self-study

In G. Martinez-Alba, L. J. P. Herrera, & A. A. Hersi (Eds.), Antiracist Teacher Education: Theory and Practice. Lanham, MD: Association of Teacher Education / Rowman & Littlefield Publishers.

Framing justice-oriented professional growth for teachers and teacher educators using nested cycles of acknowledgment, action, and accountability

AMTE Connections. https://amte.net/sites/amte.net/files/Connections_Troudt_0.pdf

How Four White MTEs Attempted to Acknowledge, Act, and Hold Ourselves Accountable for Incorporating Antiracism Into Graduate Courses for Teachers

Teaching for Excellence and Equity in Mathematics, 13(1), 60–70. https://journals.charlotte.edu/teem/article/view/1519

Learning to subvert: How online learning communities can promote acts of creative insubordination

Journal of Mathematics Teacher Education, 6.

Map projections

In B. Conway, L. Id-Deen, M. C. Raygoza, A. Ruiz, J. W. Staley, & E. Thanheiser (Eds.), Middle School Mathematics Lessons to Explore, Understand and Respond to Social Injustice. Thousand Oaks, CA: Corwin.

Scale as a tool to investigate the impacts of civil war: A unit to mathematically read A Long Walk to Water

In P. Greathouse, H. Anthony, & B. Eisenbach (Eds.), Developing Mathematics Literacy through Young Adult Novels. Lanham, MD: Rowman and Littlefield.

Simulating success based on societal odds: A unit to mathematically read The Hunger Games

In P. Greathouse, H. Anthony, & B. Eisenbach (Eds.), Developing Mathematics Literacy through Young Adult Novels. Lanham, MD: Rowman and Littlefield.

"Math is so much more.”: The design, implementation, and outcomes of an elective mathematics methods course

Teacher Education Quarterly, 48(4), 28–51.

Developing an antiracist stance amongst pre-service secondary math teachers: What course resources impacted perceptions of mathematics learning?

North American Chapter of the International Group for the Psychology of Mathematics Education. Presented at the North American Chapter of the International Group for the Psychology of Mathematics Education, Philadelphia, PA.

Online Learning in Mathematics Education

Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

In A. I. Sacristán, J. C. Cortés-Zavala, & P. M. Ruiz-Arias (Eds.), Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico (pp. 1941–1945).

Pursuing anti-racist practice through collaborative noticing and wondering

AMTE Connections, 30(2). https://amte.net/connections/2020/11/pursuing-anti-racist-practice-through-collaborative-noticing-and-wondering

Social media facilitated collaboration: An analysis of in-the-moment support in a mathematics education facebook group

Proceedings of the International Commission on Mathematical Instruction Study 25, Teachers of Mathematics Working and Learning in Collaborative Groups, 581–588.

Networked professional development: An ecological perspective on mathematics teacher learning

Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education., 525–529. St. Louis, MO: University of Missouri.

Unlearning deficit language together: A productive blueprint for supporting change

Anderson, R. K. (2019, December 11). Ed Week, 20.

Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach

Education Sciences, 8(3), 98.

Beyond copy room collaboration: A case study of online informal teacher professional learning

In J. Kay & R. Luckin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018 (Vol. 3, pp. 1511–1512). https://repository.isls.org//handle/1/706

Considering the rights of learners in classrooms: The Importance of mistakes and growth assessment practices

Democracy and Education, 26(2). https://democracyeducationjournal.org/home/vol26/iss2/7

The role of video-based discussion in model for preparing professional development leaders

International Journal of STEM Education, 4(1).

When copy machine collaboration is not enough: Building a collaborative online professional network

New England Mathematics Journal, 49(1), 57–64.