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.

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