Robin Anderson

Carman, L. B., & Anderson, R. K. (2023). 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. https://doi.org/10.1016/j.ssaho.2023.100603

Anderson, R. K., & Williams, M. (2023). Mathematics Teachers’ Participatory Patterns Between Face-to-Face and Virtual Professional Learning Environments. Contemporary Issues in Technology and Teacher Education, 23(1). Retrieved from https://citejournal.org/volume-23/issue-1-23/mathematics/mathematics-teachers-participatory-patterns-between-face-to-face-and-virtual-professional-learning-environments/

Donaldson, S., Anderson, R. K., Baker, C. K., Troudt, M., & Woods, D. M. (2023). Stuck in Our Whiteness: The Power of Student Feedback for Perspective-Taking within Collaborative Self-Study. Philosophy of Mathematics Education, (40), 1–26. Retrieved from https://education.exeter.ac.uk/research/centres/stem/publications/pmej/pome40/Donaldson%20et%20al.docx

Joswick, C., Anderson, R. K., Troudt, M., & Skultety, L. (2022). 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.

Baker, C. K., Troudt, M. L., Donaldson, S., Anderson, R. K., & Woods, D. (2022). 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.

Troudt, M. L., Skultety, L., Anderson, R. K., & Joswick, C. (2022). Framing justice-oriented professional growth for teachers and teacher educators using nested cycles of acknowledgment, action, and accountability. AMTE Connections. Retrieved from https://amte.net/sites/amte.net/files/Connections_Troudt_0.pdf

Anderson, R. K., Weiland, T., Males, L., & Quaisley, K. (2022). 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. Retrieved from https://journals.charlotte.edu/teem/article/view/1519

Anderson, R. K., West, H., & Kates, A. (2022). Learning to subvert: How online learning communities can promote acts of creative insubordination. Journal of Mathematics Teacher Education, 6. https://doi.org/10.1007/s10857-022-09543-6

Skultety, L., Joswick, C., Troudt, M. L., & Anderson, R. K. (2022). 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.

Monzenter, S., & Anderson, R. K. (2022). 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.

Anderson, R. K., Troudt, M. L., Joswick, C., & Skultety, L. (2022). 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.

Anderson, R. K., Ruef, J., Reigh, E., Chavez, R., Williamson, P., & Villa, A. M., III. (2021). "Math is so much more.”: The design, implementation, and outcomes of an elective mathematics methods course. Teacher Education Quarterly, 48(4), 28–51.

Carman, L., & Anderson, R. K. (2021). 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.

Hollebrands, K., Anderson, R., & Oliver, K. (Eds.). (2021). Online Learning in Mathematics Education. https://doi.org/10.1007/978-3-030-80230-1

West, H., Anderson, R. K., & Kates, A. (2020). 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). https://doi.org/10.51272/pmena.42.2020

Anderson, R. K., Baker, C. K., Donaldson, S., & Troudt, M. L. (2020). Pursuing anti-racist practice through collaborative noticing and wondering. AMTE Connections, 30(2). Retrieved from https://amte.net/connections/2020/11/pursuing-anti-racist-practice-through-collaborative-noticing-and-wondering

Anderson, R. K. (2020). 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.

Anderson, R. (2019). 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.

Anderson, R. K. (2019, December 11). Unlearning deficit language together: A productive blueprint for supporting change. Ed Week, 20.

Anderson, R., Boaler, J., & Dieckmann, J. (2018). Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach. Education Sciences, 8(3), 98. https://doi.org/10.3390/educsci8030098

Anderson, R. K. (2018). 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). Retrieved from https://repository.isls.org//handle/1/706

Boaler, J., & Anderson, R. (2018). Considering the rights of learners in classrooms: The Importance of mistakes and growth assessment practices. Democracy and Education, 26(2). Retrieved from https://democracyeducationjournal.org/home/vol26/iss2/7

Borko, H., Carlson, J., Mangram, C., Anderson, R., Fong, A., Million, S., … Villa, A. M. (2017). The role of video-based discussion in model for preparing professional development leaders. International Journal of STEM Education, 4(1). https://doi.org/10.1186/s40594-017-0090-3

Anderson, R. (2016). When copy machine collaboration is not enough: Building a collaborative online professional network. New England Mathematics Journal, 49(1), 57–64.