| STEMulating interest: A meta-analysis of the effects of out-of-school time on student STEM interest JR Young, N Ortiz, JL Young International Journal of Education in Mathematics, Science and Technology 5 …, 2017 | 168 | 2017 |
| What about us? Exploring the challenges and sources of support influencing black students' STEM identity development in postsecondary education NA Ortiz, TR Morton, ML Miles, RAS Roby Journal of Negro Education 88 (3), 311-326, 2019 | 113 | 2019 |
| Racial hierarchy and masculine space: Participatory in/equity in computational physics classrooms N Shah, JA Christensen, NA Ortiz, AK Nguyen, S Byun, D Stroupe, ... Computer Science Education 30 (3), 254-278, 2020 | 34 | 2020 |
| “All we Wanna do is be Free”: Advocating for Black Liberation in and through K-12 Science Education TR Morton, ML Miles, RAS Roby, NA Ortiz Journal of Science Teacher Education 33 (2), 131-153, 2022 | 30 | 2022 |
| Does it really matter? Exploring cultural relevance within a majority White classroom NA Ortiz, MM Capraro, RM Capraro Journal of Negro Education 87 (4), 404-419, 2018 | 24 | 2018 |
| Concept raps versus concept maps: A culturally responsive approach to STEM vocabulary development J Young, J Young, M Cason, N Ortiz, M Foster, C Hamilton Education Sciences 8 (3), 108, 2018 | 21 | 2018 |
| Tipping point: Effect of the number of in-school suspensions on academic failure D Smith, NA Ortiz, JJ Blake, M Marchbanks, A Unni, AA Peguero Contemporary School Psychology 25, 466-475, 2021 | 18 | 2021 |
| A historically responsive literacy model for reading and mathematics GE Muhammad, NA Ortiz, ML Neville The Reading Teacher 75 (1), 73-81, 2021 | 17 | 2021 |
| Black English and mathematics education: A critical look at culturally sustaining pedagogy NA Ortiz, D Ruwe Teachers College Record 123 (10), 2021 | 16 | 2021 |
| Let our rejoicing rise without bound: A focus on black language and mathematics learning NA Ortiz International Journal of Qualitative Studies in Education, 1-13, 2022 | 12 | 2022 |
| Mathematics dispositions and the mathematics learning outcomes of black students: How are they related? J Young, J Cunningham, N Ortiz, T Frank, C Hamilton, T Mitchell Investigations in Mathematics Learning 13 (2), 77-90, 2021 | 12 | 2021 |
| Gladys's Lesson Plan: A Culturally Relevant Exemplar NA Ortiz, TJ Davis Mathematics Teacher: Learning and Teaching PK-12 113 (8), 651-657, 2020 | 12 | 2020 |
| Who participates? N Shah, N Ortiz, J Christensen, D Stroupe, D Reinholz Educational leadership 78 (6), 2021 | 10 | 2021 |
| Blackness and the pandemic: Critiquing the mathematics curriculum in a large urban city NA Ortiz, N Jessup Equity & Excellence in Education 55 (4), 357-370, 2022 | 3 | 2022 |
| Planning for equity: An examination of pre-service teachers’ culturally relevant mathematics lesson plans NA Ortiz Texas A&M University, 2018 | 3 | 2018 |
| Tracking inequity: An actionable approach to addressing inequities in physics classrooms J Christensen, N Shah, NA Ortiz, D Stroupe, DL Reinholz The Physics Teacher 60 (6), 414-418, 2022 | 2 | 2022 |
| Empowering Black mathematics students through a framework of communalism and collective Black identity N Ortiz, T Morton Journal of Urban Mathematics Education 15 (1), 54–77-54–77, 2022 | 2 | 2022 |
| A culturally relevant approach to equity inside a virtual simulation mathematics classroom N Ortiz, T Davis, G Kulm SSMA 2015, 101, 2015 | 2 | 2015 |
| Black Male Mathematics Educators Speak: Reflections from a Symposium C Jett, K Savage, N Ortiz, E China Journal of African American Males in Education (JAAME) 12 (2), 1-16, 2021 | 1 | 2021 |
| (Ontologically) Black and Proud NA Ortiz OSF Preprints, 2020 | 1 | 2020 |
