| Mathematics as gatekeeper: Power and privilege in the production of knowledge DB Martin, ML Gholson, J Leonard Journal of Urban Mathematics Education 3 (2), 12-24, 2010 | 301 | 2010 |
| A framework for understanding whiteness in mathematics education D Battey, LA Leyva Journal of Urban Mathematics Education 9 (2), 49-80, 2016 | 273 | 2016 |
| Principles and guidelines for equitable mathematics teaching practices and materials for English language learners J Moschkovich Journal of Urban Mathematics Education 6 (1), 45-57, 2013 | 272 | 2013 |
| Why (urban) mathematics teachers need political knowledge R Gutiérrez Journal of Urban Mathematics Education 6 (2), 7-19, 2013 | 210 | 2013 |
| Equity-directed instructional practices: Beyond the dominant perspective LH Rubel Journal of Urban Mathematics Education 10 (2), 66-105, 2017 | 164 | 2017 |
| Racism, assessment, and instructional practices: Implications for mathematics teachers of African American students J Davis, DB Martin Journal of Urban Mathematics Education 1 (1), 10-34, 2008 | 143 | 2008 |
| Teaching mathematics for social justice: Reflections on a community of practice for urban high school mathematics teachers L Gonzalez Journal of Urban Mathematics Education 2 (1), 22-51, 2009 | 140 | 2009 |
| Ethnomodeling as a research theoretical framework on ethnomathematics and mathematical modeling M Rosa, DC Orey Journal of Urban Mathematics Education 6 (2), 62-80, 2013 | 131* | 2013 |
| The collective black and Principles to Actions DB Martin Journal of Urban Mathematics Education 8 (1), 17-23, 2015 | 128 | 2015 |
| Forging mathematical relationships in inquiry-based classrooms with Pasifika students R Hunter, G Anthony Journal of Urban Mathematics Education 4 (1), 98-119, 2011 | 124 | 2011 |
| Caring, race, culture, and power: A research synthesis toward supporting mathematics teachers in caring with awareness T Bartell Journal of Urban Mathematics Education 4 (1), 50-74, 2011 | 120 | 2011 |
| An intersectional analysis of Latin@ college women’s counter-stories in mathematics LA Leyva Journal of Urban Mathematics Education 9 (2), 81-121, 2016 | 115 | 2016 |
| Mathematical counterstory and African American male students: Urban mathematics education from a critical race theory perspective CL Terry Sr Journal of Urban Mathematics Education 4 (1), 23-49, 2011 | 96 | 2011 |
| Social identities and opportunities to learn: Student perspectives on group work in an urban mathematics classroom I Esmonde, K Brodie, L Dookie, M Takeuchi Journal of Urban Mathematics Education 2 (2), 18-45, 2009 | 91 | 2009 |
| Why mathematics (education) was late to the backlash party: The need for a revolution R Gutiérrez Journal of Urban Mathematics Education 10 (2), 8-24, 2017 | 82 | 2017 |
| Changing students’ lives through the de-tracking of urban mathematics classrooms J Boaler Journal of Urban Mathematics Education 4 (1), 7-14, 2011 | 75 | 2011 |
| Compounding inequalities: English proficiency and tracking and their relation to mathematics performance among Latina/o secondary school youth E Mosqueda Journal of Urban Mathematics Education 3 (1), 57-81, 2010 | 71 | 2010 |
| “I just wouldn’t want to get as deep into it”: Preservice teachers’ beliefs about the role of controversial topics in mathematics education K Simic-Muller, A Fernandes, MD Felton-Koestler Journal of Urban Mathematics Education 8 (2), 53-86, 2015 | 67 | 2015 |
| Striving toward transformational resistance: Youth participatory action research in the mathematics classroom MC Raygoza Journal of Urban Mathematics Education 9 (2), 122-152, 2016 | 59 | 2016 |
| Latina/o youth's perspectives on race, language, and learning mathematics. MR Zavala Journal of Urban Mathematics Education 7 (1), 55–87, 2014 | 57 | 2014 |
