# 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**.