The following ethnomathematics scholars and their work have been influential on the program. These resources are included for those further interested in connecting classrooms to the ecological, cultural, historical, and political contexts in which schooling takes place.

Ethnomathematics and STEM

  • D’Ambrosio, U. (2001). Ethnomathematics link between traditions and modernity. Rotterdam, Amsterdam: Sense Publishers.
  • Furuto, L.  (2018).  Knowledge and action for change through culture, community, and curriculum.  In G. Kaiser, H. Forgasz, M. Graven, A. Kuzniak, E. Simmt & B. Xu (Eds.), Invited Lectures from the 13th International Congress on Mathematical Education (pp. 103–114), Springer International Publishing.
  • Goffney, I., & Gutiérrez, R. (2018). Annual perspectives in mathematics education: Rehumanizing mathematics for Black, Indigenous, and Latinx students. Reston, VA: National Council of Teachers of Mathematics.
  • Greer, B., Mukhodpadhyay, S., Powell, A., & Nelson-Barber, S. (2009). Culturally responsive mathematics education. New York, NY: Routledge Press.
  • Powell, A., & Frankenstein, M. (1997). Ethnomathematics: Challenging Eurocentrism in mathematics education. Albany, NY: SUNY Press.
  • Rosa, M., D’Ambrosio, U., Orey, D., Shirley, L., Alangui, W., Palhares, P., & Gavarrete, M. (2016). Current and future perspectives of ethnomathematics as a program. Switzerland: Springer International Publishing.
  • Rubel, L. H., Hall-Wieckert, M., & Lim, V. Y. (2017). Making space for place: Mapping tools and practices to teach for spatial justice. Journal of the Learning Sciences, 26(4), 643-687.

Equity and Access

  • Aguirre, J. (2009). Privileging mathematics and equity in teacher education: Framework, counter-resistance strategies and reflections from a Latina mathematics educator. In B. Greer, S. Mukhopadhyay, S. Nelson-Barber, and A. Powell (Eds). Culturally responsive mathematics education. pp. 295-319. New York, NY: Routledge.
  • Baldwin, J. (1963). A Talk to Teachers. In T. Morrison (Ed.), Baldwin – Collected essays (pp. 678-686). New York, NY: Library of America.
  • Beauboeuf-Lafontant, T. (1999). A movement against and beyond boundaries: “Politically relevant teaching” among African American teachers. Teachers College Record, 100, 702–723.
  • Gutiérrez, R. (2017). Political conocimiento for teaching mathematics: Why teachers need it and how to develop it. In Kastberg, S., Tyminski, A. M., Lischka, A., & Sanchez, W. (eds.), Building support for scholarly practices in mathematics methods (pp. 11-38). Charlotte, NC: Information Age Publishing.
  • Gutiérrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44(1), 37-68.
  • Hooks, b. (2014). Teaching to transgress. New York, NY: Routledge.
  • Nasir, N., & McKinney de Royston, M. (2013). Power, identity, and mathematical practices outside and inside school. Journal for Research in Mathematics Education, 44(1), 264-287.
  • Su, F.  (2020). Mathematics for human flourishing.  New Haven, CT: Yale University Press.
  • Witt, R., & White, D. (2019). Building a community the first fifty years of HAIS. Honolulu, HI: Legacy Isle Publishing.

Culturally Sustaining Pedagogy

  • Barton, B. (2016). Mathematics, education, & culture: A contemporary moral imperative. In G. Kaiser (Ed.), The Proceedings of the 13th International Congress on Mathematical Education (pp. 35-43). New York, NY: Springer.
  • Jaworski, B., Wood, T., & Dawson, A. (1999). Mathematics teacher education: Critical international perspectives. New York, NY: Routledge Press.
  • Ladson‑Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3–12.
  • Lipka, J., Hogan, M., Webster, J., Yanez, E., Adams, B., Clark, S., & Lacy, D. (2005). Math in a cultural context: Two case studies of a successful culturally based math project. Anthropology & Education Quarterly, 36(4), 367–385.
  • Paris, D. (2012). Culturally-sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97.

Indigenous Knowledges

  • Aikau, H., & Gonzalez, V.  (2019). Detours: A decolonial guide to Hawai’i.  Durham, NC: Duke University Press.
  • Goffney, I., & Gutiérrez, R. (2018). Annual perspectives in mathematics education: Rehumanizing mathematics for Black, Indigenous, and Latnix students. Reston, VA: National Council of Teachers of Mathematics.
  • Kana‘iaupuni, S. (2005). Ka‘akālai kū kanaka: A call for strengths-based approaches from a native Hawaiian perspective. Educational Researcher, 33(9), 32–38.
  • Kyselka, W. (1987). An ocean in mind. Honolulu, HI: University of Hawaii Press.
  • Low, S.  (2013). Hawaiki rising: Hokulea, Nainoa Thompson and the Hawaiian Renaissance.  Honolulu, HI: Island Heritage Publishing.
  • Nelson-Barber, S., & Johnson, Z. (2016). Acknowledging the perils of “best practices” in an indigenous community.  Contemporary Educational Psychology, 47(2016), 44–50.
  • Nicol, C., Archibald, J., Glanfeld, F., & Dawson, S. (2019). Living Culturally Responsive Mathematics Curriculum and Pedagogy: Making a Difference with/in Indigenous Communities. Boston, MA: Brill Sense.
  • Tuhiwai Smith, L. (2012). Decolonizing methodologies: Research and Indigenous peoples (2nd edition). London, England: Zed Books.