# Research

**Journals**

Lawler, B.R. (2016). To rectify the moral turpitude of mathematics education. *Journal of Urban Mathematics Education, 9*(2), pp. 11–28. **link –>**

Lopez, C.A., Rocha, J., Chapman, M., Rocha, K., Wallace, S., Baum, S., Lawler, B.R.,
& Mothé, B.R. (2016). Strengthening STEM education through community partnerships.
*Science Education & Civic Engagement, 8*(2), pp. 20–33. **link –>**

Lawler, B.R. (2014). Forging a constructivist pedagogy: Focus on teacher decision-making.
*Constructivist Foundations, 9*(3), pp. 412–415. **link –>**

Lawler, B.R. (2011). What if mathematics could no longer be trusted? A review of “In
Doubt—About Language, Mathematics, Knowledge and Life-worlds” [by Ole Skovmose]. *Journal of Urban Mathematics Education, 4*(1), pp. 120–129. **link –>**

Lawler, B.R. (2005). Persistent iniquities: A twenty-year perspective on “Race, Sex,
Socioeconomic Status, and Mathematics.” *The Mathematics Educator, Monograph No. 1*, 29–46. **link –>**

## Books

Berry, R. Q., Conway, B., Lawler, B. R., & Staley, J. (2020). *High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice*. Corwin. **link –>**

Martin, W. G., Lawler, B. R., Lischka, A. & Smith, W. (Eds.) (2019). *The power of a networked improvement community to transform secondary mathematics
teacher preparation*. Information Age. **link –>**

## Book Chapters

Males, L., Sears, R., Lawler, B.R., Kress, N., Males, J., McNamara, J., Safi, F.,
& Stone, J. (2019). Equity and justice issues in the preparation of secondary mathematics
teachers. In W. G. Martin, B. R. Lawler, A. Lischka, & W. Smith (Eds.), *The power of a networked improvement community to transform secondary mathematics
teacher preparation*. Information Age. **link –>**

Lawler, B.R. (2017). Learning to support student discourse in an urban high school
district. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas, D. Wagner (Eds.), *Mathematical discourse that breaks barriers and creates space for marginalized learners.
*Dordrecht. **link –>**

Lawler, B.R., Larochelle, R., & Thompson, A. (2017). Enhancing tasks to achieve sociopolitical
goals. In S. Kastenberg, A. Lischka, A. Tyminkski, & W. Sanchez (Eds.), *Scholarly Inquiry and Practices in Mathematics Methods*. Information Age. **link –>**

McCloskey, A., Lawler, B.R., & Chao, T. (2017). The “Mirror Test”: A Tool for Reflection
on Our Sociopolitical Identities as Mathematics Teacher Educators. In S. Kastenberg,
A. Lischka, A. Tyminkski, & W. Sanchez (Eds.), *Scholarly Inquiry and Practices in Mathematics Methods*. Information Age. **link –>**

Lawler, B.R. (2016). Teaching privilege about equity. In D. White, S. Crespo, and
M. Civil (Eds.), *Cases for mathematics teacher educators: Facilitating conversations about inequities
in mathematics classrooms*. Information Age. **link –>**

Lawler, B.R. (2012). The fabrication of knowledge in mathematics education: A postmodern
ethic toward social justice. In A. Cotton (Ed.), *Towards an education for social justice: Ethics applied to education*. Peter Lang Publishers. **link –>**

**Conference Proceedings**

Edwards, B.P., & Lawler, B.R. (2020). Development of a university-school partnership
for secondary mathematics education. In W.M. Smith & L.C. Augustyn (Eds.), *Proceedings of the ninth annual Mathematics Teacher Education Partnership conference* (pp. 58–62). Association of Public and Land-grant Universities. **link –>**

Sears, R., Weiland, T., & Lawler, B.R. (2019). Report of the equity and social justice
working group. In Smith, W.M., Callahan, K.M., Strayer, J.F., Jones, R.S., & Augustyn,
L.C. (Eds.), *Proceedings of the eighth annual Mathematics Teacher Education Partnership conference* (pp. 20–25). Association of Public and Land-grant Universities.. **link–>**

Lawler, B.R. (2019). Mathematics, education, and anarchism. In J. Subramanian (Ed.),
*Proceedings of the Tenth International Mathematics Education and Society Conference* (pp. 227–230), Hyderabad, India. **link –>**

MathEdCollective. (2019). The MathEdCollective: Collaborative action in an era of
cyberbullying and hate. In J. Subramanian (Ed.), *Proceedings of the Tenth International Mathematics Education and Society Conference* (pp. 595–604), Hyderabad, India. **link –>**

Lawler, B.R. (2018). One district’s systemic approach to detrack high school mathematics.
In T.E. Hodges, G.J. Roy, & A.M. Tyminski (Eds.), *Proceedings of the Fortieth Annual Meeting of the North American Chapter of the International
Group for the Psychology of Mathematics Education* (pp. 394–397). Greenville, SC: University of South Carolina & Clemson University.
**link –>**

Lawler, B.R., & Albritton, K. (2018). Report of the equity and social justice working
group. In W. Smith, B.R. Lawler, J.F. Strayer, & L. Augustyn (Eds.), *Proceedings of the seventh annual Mathematics Teacher Education Partnership conference* (pp. 44–52). Washington, DC: Association of Public and Land-grant Universities. **link –>**

Lawler, B.R., & Groetzinger, E.C. (2017). Mathematical Autobiography as window into
sociopolitical mathematics teacher identity. In W. Smith, B.R. Lawler, & J. Bowers
(Eds.), *Proceedings of the Sixth Annual Mathematics Teacher Education Partnership Conference*, New Orleans, LA.** link –>**

Lawler, B.R. & Uy, F. (2017). Report of the equity and social justice working group.
In W. Smith, B.R. Lawler, & J. Bowers (Eds.), *Proceedings of the sixth annual Mathematics Teacher Education Partnership conference.* (pp. 69–76). Washington, DC: Association of Public and Land-grant Universities.** link–>**

Groetzinger, E.C., & Lawler, B.R. (2017). Sociopolitical mathematics teacher identity:
Mathography as window. *Proceedings of the Ninth International Mathematics Education and Society Conference*, Volos, Greece. **link –>**

Lawler, B.R. & Strutchens, M. (2016). Presession on equity and social justice. In
B.R. Lawler, R.N. Ronau, & M.J. Mohr-Schroeder (Eds.), *Proceedings of the fifth annual Mathematics Teacher Education Partnership Conference *(pp. 25–29). Washington, DC: Association of Public Land-grant Universities.** link –>**

Lawler, B.R. (2014). Extracting a decision-making framework from constructivist teaching.
*Proceedings of the Joint Meeting of PME 38 and PME-NA 36.* Vancouver, Canada. **link –>**

Lawler, B.R. (2012). Mathematics as simulacra: Implications for research in mathematics
education. *Proceedings of the Eighth International Congress for Qualitative Inquiry.* Champaign-Urbana, Illinois. **link –>**

Lawler, B.R. (2011). Mathematics as simulacra: Implications for a critical mathematics
education. *Proceedings of the Mathematics Education and Contemporary Theory Conference*, Manchester, England. **link –>**

Stall, P., Elsbree, A., & Lawler, B.R. (2011). Curricular modules to develop dispositions
in pre-service teachers. *Proceedings of the Fifty-Fifth Annual International Council on Education for Teaching
World Assembly*, Glasgow, Scotland.

Lawler, B.R. (2010). Fabrication of knowledge: A framework for mathematical education
for social justice. *Proceedings of the Sixth International Mathematics Education and Society Conference,* Berlin, Germany. **link –>**

Lawler, B.R., & Hackenberg, A.J. (2002). Exploring the roots of equity in teacher
education. In D. S. Mewborn, P. Sztajn, D. Y. White, H. G. Wiegel, R. L. Bryant, &
K. Nooney (Eds.), *Proceedings of the Psychology of Mathematics Education - North American Chapter* (pp. 155–156), Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental
Education. **link –>**

Hackenberg, A.J., & Lawler, B.R. (2002). An ethics of liberation emerging from a radical
constructivist foundation. In O. Skovsmose & P. Valero (Eds.), *Proceedings of the Third International Mathematics Education and Society Conference* (pp. 301–311), Copenhagen, Denmark: Centre for Research in Learning Mathematics.
**link –>**

## Grants

**Co-Principal Investigator***Introducing computational thinking to low-performing and underrepresented students
through the middle school mathematics curriculum: Diagrammatic reasoning and representational
logic in Python-based microworlds*, National Science Foundation, 2021–present.

**Co-Principal Investigator**

*The pipeline to teacher preparation in chemistry and physics,*National Science Foundation, 2019–present.

**link –>**

**Principal Investigator***Building Capacity in Cobb County for Fourth-Year Mathematics Instruction*, Improving Teacher Quality—Georgia, 2017–2018.

**Co-Principal Investigator***Open Source Technology for Teaching High School Mathematics*, Improving Teacher Quality—Georgia, 2017–2018.

**Principal Investigator***CSUSM Noyce teacher scholars: Building upon a Learning Assistants model*, National Science Foundation, 2013–2016. **link –>**

**Principal Investigator***North County Mathematics Teacher Leaders,* California Math Project—San Diego, 2012–2013, 2014–2015

**Co-Principal Investigator***Program development, recruiting, and induction: Adding the missing pieces.* Physics Teacher Education Coalition, 2011–2014.

**Principal Investigator***Mathematics and Science Teacher Initiative,* California State Univeristy, 2008–2016.