@article{carman_anderson_2023, title={Between race-evasiveness and the pursuit of racial competence: Secondary mathematics preservice teachers’ understandings of race in an introductory methods course}, volume={8}, ISSN={2590-2911}, url={http://dx.doi.org/10.1016/j.ssaho.2023.100603}, DOI={10.1016/j.ssaho.2023.100603}, abstractNote={The purpose of this manuscript is to describe the ways that preservice teachers, in their first mathematics education course, understood race in mathematics classrooms. Through a qualitative document analysis of course assignments, we identify three ways students wrote about race: using race-evasive maneuvers to avoid discussion of race in mathematics education, skimming past racial issues in ways that reduced their importance, and directly engaging with race in the active pursuit of racial competence. Our results suggest ways that critical mathematics topics can encourage students to begin this pursuit and underscore the need for intentionally antiracist-oriented mathematics teacher education.}, number={1}, journal={Social Sciences & Humanities Open}, publisher={Elsevier BV}, author={Carman, Luke B. and Anderson, Robin Keturah}, year={2023}, pages={100603} }
 @article{anderson_williams_2023, title={Mathematics Teachers’ Participatory Patterns Between Face-to-Face and Virtual Professional Learning Environments}, volume={23}, url={https://citejournal.org/volume-23/issue-1-23/mathematics/mathematics-teachers-participatory-patterns-between-face-to-face-and-virtual-professional-learning-environments/}, number={1}, journal={Contemporary Issues in Technology and Teacher Education}, author={Anderson, R.K. and Williams, M.}, year={2023} }
 @article{donaldson_anderson_baker_troudt_woods_2023, title={Stuck in Our Whiteness: The Power of Student Feedback for Perspective-Taking within Collaborative Self-Study}, url={https://education.exeter.ac.uk/research/centres/stem/publications/pmej/pome40/Donaldson%20et%20al.docx}, number={40}, journal={Philosophy of Mathematics Education}, author={Donaldson, S. and Anderson, R.K. and Baker, C.K. and Troudt, M. and Woods, D.M.}, year={2023}, pages={1–26} }
 @inproceedings{joswick_anderson_troudt_skultety_2022, title={Acknowledgement and Action: Teachers’ First Act Towards Avenues for Social Justice Work}, booktitle={North American Chapter of the International Group for the Psychology of Mathematics Education Annual Meeting, PME-NA XLIV}, author={Joswick, C. and Anderson, R.K. and Troudt, M. and Skultety, L.}, year={2022} }
 @inbook{baker_troudt_donaldson_anderson_woods_2022, place={Lanham, MD}, title={Becoming together: Interrogating anti-racism in teacher education through critical self-study}, ISBN={9781475865561}, booktitle={Antiracist Teacher Education: Theory and Practice}, publisher={Association of Teacher Education / Rowman & Littlefield Publishers}, author={Baker, C.K. and Troudt, M.L. and Donaldson, S. and Anderson, R.K. and Woods, D.}, editor={Martinez-Alba, G. and Herrera, L.JPentón and Hersi, A.A.Editors}, year={2022} }
 @article{troudt_skultety_anderson_joswick_2022, title={Framing justice-oriented professional growth for teachers and teacher educators using nested cycles of acknowledgment, action, and accountability}, url={https://amte.net/sites/amte.net/files/Connections_Troudt_0.pdf}, journal={AMTE Connections}, publisher={AMTE Connections}, author={Troudt, M.L. and Skultety, L. and Anderson, R.K. and Joswick, C.}, year={2022} }
 @article{anderson_weiland_males_quaisley_2022, title={How Four White MTEs Attempted to Acknowledge, Act, and Hold Ourselves Accountable for Incorporating Antiracism Into Graduate Courses for Teachers}, volume={13}, url={https://journals.charlotte.edu/teem/article/view/1519}, number={1}, journal={Teaching for Excellence and Equity in Mathematics}, author={Anderson, R.K. and Weiland, T. and Males, L. and Quaisley, K.}, year={2022}, pages={60–70} }
 @article{anderson_west_kates_2022, title={Learning to subvert: How online learning communities can promote acts of creative insubordination}, volume={6}, ISSN={1386-4416 1573-1820}, url={http://dx.doi.org/10.1007/s10857-022-09543-6}, DOI={10.1007/s10857-022-09543-6}, journal={Journal of Mathematics Teacher Education}, publisher={Springer Science and Business Media LLC}, author={Anderson, Robin Keturah and West, Heather and Kates, Amanda}, year={2022}, month={Jun} }
 @inbook{skultety_joswick_troudt_anderson_2022, place={Thousand Oaks, CA}, title={Map projections}, ISBN={9781071845523}, booktitle={Middle School Mathematics Lessons to Explore, Understand and Respond to Social Injustice}, publisher={Corwin}, author={Skultety, L. and Joswick, C. and Troudt, M.L. and Anderson, R.K.}, editor={Conway, B. and Id-Deen, L. and Raygoza, M.C. and Ruiz, A. and Staley, J.W. and Thanheiser, E.Editors}, year={2022} }
 @inbook{monzenter_anderson_2022, place={Lanham, MD}, title={Scale as a tool to investigate the impacts of civil war: A unit to mathematically read A Long Walk to Water}, booktitle={Developing Mathematics Literacy through Young Adult Novels}, publisher={Rowman and Littlefield}, author={Monzenter, S. and Anderson, R.K.}, editor={Greathouse, P. and Anthony, H. and Eisenbach, B.Editors}, year={2022} }
 @inbook{anderson_troudt_joswick_skultety_2022, place={Lanham, MD}, title={Simulating success based on societal odds: A unit to mathematically read The Hunger Games}, booktitle={Developing Mathematics Literacy through Young Adult Novels}, publisher={Rowman and Littlefield}, author={Anderson, R.K. and Troudt, M.L. and Joswick, C. and Skultety, L.}, editor={Greathouse, P. and Anthony, H. and Eisenbach, B.Editors}, year={2022} }
 @article{anderson_ruef_reigh_chavez_williamson_villa_2021, title={"Math is so much more.”: The design, implementation, and outcomes of an elective mathematics methods course}, volume={48}, number={4}, journal={Teacher Education Quarterly}, author={Anderson, R. K. and Ruef, J. and Reigh, E. and Chavez, R. and Williamson, P. and Villa, A.M., III}, year={2021}, pages={28–51} }
 @inproceedings{carman_anderson_2021, title={Developing an antiracist stance amongst pre-service secondary math teachers: What course resources impacted perceptions of mathematics learning?}, booktitle={North American Chapter of the International Group for the Psychology of Mathematics Education}, author={Carman, L. and Anderson, R.K.}, year={2021} }
 @book{hollebrands_anderson_oliver_2021, series={Research in Mathematics Education}, title={Online Learning in Mathematics Education}, ISBN={9783030802295 9783030802301}, ISSN={2570-4729 2570-4737}, url={http://dx.doi.org/10.1007/978-3-030-80230-1}, DOI={10.1007/978-3-030-80230-1}, publisher={Springer International Publishing}, year={2021}, collection={Research in Mathematics Education} }
 @inproceedings{west_anderson_kates_2020, title={Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, ISBN={9781734805703}, url={http://dx.doi.org/10.51272/pmena.42.2020}, DOI={10.51272/pmena.42.2020}, booktitle={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}, publisher={PMENA}, author={West, H. and Anderson, R.K. and Kates, A.}, editor={Sacristán, A.I. and Cortés-Zavala, J.C. and Ruiz-Arias, P.M.Editors}, year={2020}, month={Dec}, pages={1941–1945} }
 @article{anderson_baker_donaldson_troudt_2020, title={Pursuing anti-racist practice through collaborative noticing and wondering}, volume={30}, url={https://amte.net/connections/2020/11/pursuing-anti-racist-practice-through-collaborative-noticing-and-wondering}, number={2}, journal={AMTE Connections}, author={Anderson, R.K. and Baker, C.K. and Donaldson, S. and Troudt, M.L.}, year={2020} }
 @inproceedings{anderson_2020, title={Social media facilitated collaboration: An analysis of in-the-moment support in a mathematics education facebook group}, booktitle={Proceedings of the International Commission on Mathematical Instruction Study 25, Teachers of Mathematics Working and Learning in Collaborative Groups}, author={Anderson, R.K.}, year={2020}, pages={581–588} }
 @inproceedings{anderson_2019, place={St. Louis, MO}, title={Networked professional development: An ecological perspective on mathematics teacher learning}, booktitle={Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.}, publisher={University of Missouri}, author={Anderson, R.}, year={2019}, pages={525–529} }
 @article{anderson_2019, title={Unlearning deficit language together: A productive blueprint for supporting change}, journal={Ed Week}, author={Anderson, R.K.}, year={2019}, month={Dec}, pages={20} }
 @article{anderson_boaler_dieckmann_2018, title={Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach}, volume={8}, ISSN={2227-7102}, url={http://dx.doi.org/10.3390/educsci8030098}, DOI={10.3390/educsci8030098}, abstractNote={The idea that success in mathematics is only available to those born as “mathematics people” has been challenged in recent years by neuroscience, showing that mathematics pathways develop in the brain through learning and practice. This paper reports on a blended professional learning model of online and in-person meetings during which 40 teachers in 8 school districts in the US learned about the new brain science, challenging the “math person” myth, as well as effective mathematics teaching methods. We refer to the combination as a Mathematical Mindset Approach. Using mixed methods, we conducted a one-year study to investigate teacher and student learning in a Mathematical Mindset network. We collected data on teacher and student beliefs, teacher instructional practice, and student learning gains on state achievement tests. The results from our quantitative analyses found statistically significant positive improvements in student beliefs, teacher’s instructional practice, and on students’ math test scores. The mindset approach particularly raised the achievement of girls, English learners, and economically disadvantaged students. Based on our qualitative analysis, we propose that the success of the intervention rests upon two central factors: (1) The different forms of PD served to eradicate the learning myths that had held up teachers and learners; and that (2) Teachers had space for identity work as mathematical learners.}, number={3}, journal={Education Sciences}, publisher={MDPI AG}, author={Anderson, Robin and Boaler, Jo and Dieckmann, Jack}, year={2018}, month={Jul}, pages={98} }
 @inproceedings{anderson_2018, place={London England}, title={Beyond copy room collaboration: A case study of online informal teacher professional learning}, volume={3}, url={https://repository.isls.org//handle/1/706}, booktitle={Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018}, publisher={International Society of the Learning Sciences}, author={Anderson, R.K.}, editor={Kay, J. and Luckin, R.Editors}, year={2018}, pages={1511–1512} }
 @article{boaler_anderson_2018, title={Considering the rights of learners in classrooms: The Importance of mistakes and growth assessment practices}, volume={26}, url={https://democracyeducationjournal.org/home/vol26/iss2/7}, number={2}, journal={Democracy and Education}, author={Boaler, J. and Anderson, R.}, year={2018} }
 @article{borko_carlson_mangram_anderson_fong_million_mozenter_villa_2017, title={The role of video-based discussion in model for preparing professional development leaders}, volume={4}, ISSN={2196-7822}, url={http://dx.doi.org/10.1186/s40594-017-0090-3}, DOI={10.1186/s40594-017-0090-3}, abstractNote={This paper describes the Problem-Solving Cycle model of professional development and the Mathematics Leadership Preparation model of PD leader preparation. These models form the backbone of our current research-practice partnership project in which we are working with a large urban district to adapt these models to develop district capacity to support the implementation of a middle school mathematics curriculum aligned with Common Core State Standards (CCSS). We highlight the central role of video in the Problem-Solving Cycle and our approach to preparing teacher leaders to use video-based discussions to understand student thinking and instructional practices.The first phase of the research was designed to identify how the models were adapted to support the district goals for implementing their new CCSS mathematics curriculum and to understand the reasons for the adaptations. The analysis of multiple data sources revealed two overarching categories of adaptations that we made to refine the models to better support the district goals: addressing district priorities and addressing teacher leaders' limited experience. We made adaptations such as incorporating the district curriculum, addressing the needs of English learners, integrating the teacher leaders' learning of the Problem-Solving Cycle model into the leadership preparation session, increasing the emphasis on what it means to be an instructional leader, strengthening the role of modeling and debriefing activities to support leadership development, scaffolding the selection of video clips, and incorporating the use of rehearsals and debriefing activities to support leadership development.The implications of this work illustrate the need for researchers to be responsive to the context of their school partners if they expect their work to be meaningful. Using the frame of design-based implementation research proved to be an effective strategy for working with the district STEM leadership team and teacher leaders to adapt the Problem-Solving Cycle and Mathematics Leadership Preparation models to support district implementation of a new curriculum that necessitates shifts in teacher practices and for determining how to make video-based discussions more productive activities in the models.}, number={1}, journal={International Journal of STEM Education}, publisher={Springer Science and Business Media LLC}, author={Borko, Hilda and Carlson, Janet and Mangram, Charmaine and Anderson, Robin and Fong, Alissa and Million, Susan and Mozenter, Suki and Villa, Anthony Muro}, year={2017}, month={Nov} }
 @article{anderson_2016, title={When copy machine collaboration is not enough: Building a collaborative online professional network}, volume={49}, number={1}, journal={New England Mathematics Journal}, author={Anderson, R.}, year={2016}, pages={57–64} }