Research
Journals
Bowers, D.M., & Lawler, B.R. (2022). Anarchism as a methodological foundation in mathematics education. Philosophy of Mathematics Education, 39. link–>
Berry, R.Q., Conway, B.M., Lawler, B.R., Staley, J.W. (2021). Teaching mathematics about, with, and for social justice. The Lighthouse Almanac, 4(1), 33–43. link–>
Berry, R.Q., Conway, B.M., Lawler, B.R., Staley, J.W. (2020). High school mathematics lessons to explore, understand, and respond to social injustice. Mathematics Teacher: Learning and Teaching PK–12, 113(9), e34–e36. link–>
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
Bowers, D.M., Chronaki, A., Lawler, B.R., Nti-Asante, E., Swanson, D., & Wolfmeyer, M. (2023, Jul.). Anti-oppressive visions for mathematics education, or ethnomathematics as anarchist praxis. In R. Marcone (Ed.), Proceedings of the Twelfth International Mathematics Education and Society Conference.
Lawler, B.R. (2023, Jul.). Ethnopedagogies, young people, authority & cognitive segregation. In R. Marcone (Ed.), Proceedings of the Twelfth International Mathematics Education and Society Conference. [invited plenary reaction]
Shaw, A., Lawler, B.R., Crombie, W., McKlin, T., & Richards, T. (2023, Jul.). Computational thinking and the Algebra Project: From voice to agency. In R. Marcone (Ed.), Proceedings of the Twelfth International Mathematics Education and Society Conference.
Lo, D.C., & Lawler, B.R. (2022, Mar.). A study on students' views toward K-12 computer science teaching career. Proceedings of the 53rd ACM Technical Symposium on Computer Science Education, Providence, RI. link–>
Shaw, A., Crombie, W., Lawler, B.R., & Muralidhar, D. (2021, Sep.). Supporting orality and computational thinking in mathematics. In D. Kollosche (Ed.), Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference (Vol. 3, pp. 917–926). Tredition. link–>
Bowers, D.M., & Lawler, B.R. (2021, Sep.). Anarchism as a methodological foundation in mathematics education: A portrait of resistance. In D. Kollosche (Ed.), Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference (Vol. 1, pp. 321–330). Tredition. link–>
Bowers, D.M., & Lawler, B.R. (2020, Oct.). Reconciling tensions in equity discourse through an anti-hierarchical (anarchist) theory of action. 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. 518–524). Cinvestav / AMIUTEM / PME-NA. link–>
Lawler, B.R., & White, D.Y. (2020, Oct.). Distinctions in preservice teachers’ asset-based noticings of middle school students’ mathematical strengths. 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. 1734–1735). Cinvestav / AMIUTEM / PME-NA. link–>
Marshall, A.M., McCloskey, A., Lawler, B.R., Chao, T., & MathEdCollective. (2020, Oct.). Critically analyzing and supporting difficult situations (CARDS): A tool to support equity commitments. 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. 467–475). Cinvestav / AMIUTEM / PME-NA. link–>
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
Collaborative research: Using networked improvement communities to scale up program
transformation for secondary mathematics teacher preparation, National Science Foundation, 2022–present. $1,162,362. link–>
Principal Investigator
Codebreakers: Solving puzzles with Python. Clayton County Public Schools, 2022. $40,600.
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. $498,276. link–>
Principal Investigator
Coding in Python: Learning computer science and mathematics through building microworlds. Clayton County Public Schools, 2021. $62,000.
Co-Principal Investigator
Building capacity to prepare secondary computer science teachers, National Science Foundation, 2021–2022. $75,000. link–>
Co-Principal Investigator
Games with justice and math literacy for all. Clayton County Public Schools, 2020. $166,700.
Co-Principal Investigator
The pipeline to teacher preparation in chemistry and physics, National Science Foundation, 2019–2023. $1,198,577. link –>
Principal Investigator
Building Capacity in Cobb County for Fourth-Year Mathematics Instruction, Improving Teacher Quality—Georgia, 2017–2018. $30,000.
Co-Principal Investigator
Open Source Technology for Teaching High School Mathematics, Improving Teacher Quality—Georgia, 2017–2018. $28,000.
Principal Investigator
CSUSM Noyce teacher scholars: Building upon a Learning Assistants model, National Science Foundation, 2013–2016. $1,200,000. link –>
Principal Investigator
North County Mathematics Teacher Leaders, California Math Project—San Diego, 2012–2013, 2014–2015. $21,000.
Principal Investigator
Mathematics and Science Teacher Initiative, California State Univeristy, 2008–2016. $75,000–$120,000 annually.
