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Recber, S., Isiksal, M., & Koç, Y. (2018). Investigating self-efficacy, anxiety, attitudes and mathematics achievement regarding gender and school type. Anales de Psicología/Annals of Psychology, 34(1), 41-51.

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Recber, S., Isiksal, M., & Koç, Y. (2018). Investigating self-efficacy, anxiety, attitudes and mathematics achievement regarding gender and school type. Anales de Psicología/Annals of Psychology, 34(1), 41-51.

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Bieda, K. N., & Staples, M. (2020). Justification as an Equity Practice. Mathematics Teacher: Learning and Teaching PK-12, 113(2), 102-108.

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Erbey, R., McLaughlin, T. F., Derby, K. M., & Everson, M. (2011). The Effects of UsingFlashcards with Reading Racetrack to Teach Letter Sounds, Sight Words, and Math Facts to Elementary Students with Learning Disabilities. International Electronic Journal of Elementary Education, 3(3), 213–226.

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Erbey, R., McLaughlin, T. F., Derby, K. M., & Everson, M. (2011). The Effects of UsingFlashcards with Reading Racetrack to Teach Letter Sounds, Sight Words, and Math Facts to Elementary Students with Learning Disabilities. International Electronic Journal of Elementary Education, 3(3), 213–226.

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Torres-Velasquez, D., Lobo, G. (2004-2005). Culturally Responsive Mathematics Teaching and English Language Learners. Teaching Children Mathematics, Volume 11, (No. 5), pp. 249-255. Retrieved from https://www.jstor.org/stable/41198499

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Torres-Velasquez, D., Lobo, G. (2004-2005). Culturally Responsive Mathematics Teaching and English Language Learners. Teaching Children Mathematics, Volume 11, (No. 5), pp. 249-255. Retrieved from https://www.jstor.org/stable/41198499

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Karp, K. S., Bush, S. B., & Dougherty, B. J. (2014). 13 Rules That Expire. Teaching Children Mathematics, 21(1), 18–25. https://doi.org/10.5951/teacchilmath.21.1.0018 

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Karp, K. S., Bush, S. B., & Dougherty, B. J. (2014). 13 Rules That Expire. Teaching Children Mathematics, 21(1), 18–25. https://doi.org/10.5951/teacchilmath.21.1.0018 

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Article for adding games into math:                                      Bay-Williams, Jennifer. M. & Kling, Gina. (2014). Enriching Addition and Subtraction Fact Mastery through Games. Teaching Children Mathematics, 21(4), 238-247. doi:10.5951/teacchilmath.21.4.0238 

# data[].attributes.subject
Article for adding games into math:                                      Bay-Williams, Jennifer. M. & Kling, Gina. (2014). Enriching Addition and Subtraction Fact Mastery through Games. Teaching Children Mathematics, 21(4), 238-247. doi:10.5951/teacchilmath.21.4.0238 

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Fabian, K., Topping, K., & Barron, I. (2018). Using Mobile Technologies for Mathematics: Effects on Students' Attitudes and Achievement. Association for Education Communications and Technology. Retrieved from https://link.springer.com/article/10.1007%2Fs11423-018-9580-3 

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Fabian, K., Topping, K., & Barron, I. (2018). Using Mobile Technologies for Mathematics: Effects on Students' Attitudes and Achievement. Association for Education Communications and Technology. Retrieved from https://link.springer.com/article/10.1007%2Fs11423-018-9580-3 

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Skinner, A., Louie, N., & Baldinger, E. (2019). Learning to See Students’ Mathematical Strengths. Teaching Children Mathematics, 25(6), 338-345. doi:10.5951/teacchilmath.25.6.0338

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Skinner, A., Louie, N., & Baldinger, E. (2019). Learning to See Students’ Mathematical Strengths. Teaching Children Mathematics, 25(6), 338-345. doi:10.5951/teacchilmath.25.6.0338

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Gallivan, Heather R. (2020). Revising Tasks to Be Culturally Relevant.  Mathematics Teacher: Learning and Teaching PK-12, 113(10), e43-50.

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Shah, N. (2017). Race, ideology, and academic ability: A relational analysis of racial narratives in mathematics. Teachers College Record, 119(7), 1-42.

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National Council of Teachers of Mathematics. (2013). Math Anxiety in Elementary School. Teaching Children Mathematics, 19(7), 405–407. https://doi.org/10.5951/teacchilmath.19.7.0405 

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National Council of Teachers of Mathematics. (2013). Math Anxiety in Elementary School. Teaching Children Mathematics, 19(7), 405–407. https://doi.org/10.5951/teacchilmath.19.7.0405 

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Jaremus, F. (2020). When girls do masculinity like boys do: establishing gender heteroglossia in school mathematics participation. Math Ed Res J (https://doi-org.proxy01.its.virginia.edu/10.1007/s13394-020-00355-6 

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Jaremus, F. (2020). When girls do masculinity like boys do: establishing gender heteroglossia in school mathematics participation. Math Ed Res J (https://doi-org.proxy01.its.virginia.edu/10.1007/s13394-020-00355-6 

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Wood, M. B., Sheldon, J., Felton-Koestler, M. D., Oslund, J., Parks, A. N., Crespo, S., & Featherstone, H. (2019). 8 Teaching Moves Supporting Equitable Participation. Teaching Children Mathematics, 25(4), 218–223. https://doi.org/10.5951/teacchilmath.25.4.0218

# data[].attributes.subject
Wood, M. B., Sheldon, J., Felton-Koestler, M. D., Oslund, J., Parks, A. N., Crespo, S., & Featherstone, H. (2019). 8 Teaching Moves Supporting Equitable Participation. Teaching Children Mathematics, 25(4), 218–223. https://doi.org/10.5951/teacchilmath.25.4.0218

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(2019-11-01). Students' gendered perceptions of mathematics in middle grades single‐sex and coeducational classrooms.. School science and mathematics, 119(7), 417.