| Identity, power, and shifting participation in a mathematics workshop: Latin@ students’ negotiation of self and success S Oppland-Cordell, DB Martin Mathematics Education Research Journal 27, 21-49, 2015 | 59 | 2015 |
| Urban Latina/o undergraduate students' negotiations of identities and participation in an emerging scholars calculus I workshop S Oppland-Cordell Journal of Urban Mathematics Education 7 (1), 2014 | 50 | 2014 |
| Mathematics and racial identity co-construction in multiple sociopolitical contexts: A case study of a Latina undergraduate student from an urban community. S Oppland-Cordell Journal of Urban Learning, Teaching, and Research 9, 89-99, 2013 | 11 | 2013 |
| Applying a sociopolitical equity framework to a developmental algebra curriculum S Oppland-Cordell, N McGathey, D Feikes, WS Walker III, B Sorge | 2 | 2024 |
| The EMERGE Summer Program: Supporting Incoming Freshmen's Success in Mathematics Developmental Coursework. K Bird, S Oppland-Cordell, J Hibdon Learning Assistance Review 21 (2), 69-84, 2016 | 2 | 2016 |
| THE TEACHING AND LEARNING OF ALGEBRA: SIX ELEMENTS THAT BUILD ALGEBRAIC FLUENCY FROM CONCEPTUAL UNDERSTANDINGS WS Walker III, D Feikes, N McGathey, S Oppland-Cordell Proceedings of the 46th annual meeting of the North American Chapter of the …, 2024 | | 2024 |
| The Multiple Usages of Thinking With Algebra D Feikes, N McGathey, S Oppland-Cordell, WS Walker III, B Sorge | | 2024 |
| PEER LEADERS’PERSPECTIVES OF THEIR INVOLVEMENT IN A MATHEMATICS ENRICHMENT S OPPLAND-CORDELL, D ROSSKAMM, R BILYK, R ECHEVARRIA, ... | | 2014 |
Danny Bernard MartinUniversity of Illinois at Chicago在 uic.edu 的电子邮件经过验证
