| Mathematics success and failure among African-American youth: The roles of sociohistorical context, community forces, school influence, and individual agency DB Martin Routledge, 2000 | 871 | 2000 |
| “You would not believe what I have to go through to prove my intellectual value!” Stereotype management among academically successful Black mathematics and engineering students EO McGee, DB Martin American Educational Research Journal 48 (6), 1347-1389, 2011 | 813 | 2011 |
| Researching race in mathematics education DB Martin Teachers College Record 111 (2), 295-338, 2009 | 741 | 2009 |
| The Impact of Identity in K-8 Mathematics: Rethinking Equity-Based Practices J Aguirre, K Mayfield-Ingram, DB Martin | 449* | 2013 |
| Mathematics learning and participation as racialized forms of experience: African American parents speak on the struggle for mathematics literacy DB Martin Urban Parents Perspectives Children'S Math. Mtl V8# 3, 197-229, 2018 | 428 | 2018 |
| Hidden assumptions and unaddressed questions in mathematics for all rhetoric DB Martin The Mathematics Educator 13 (2), 2003 | 313 | 2003 |
| Mathematics as gatekeeper: Power and privilege in the production of knowledge DB Martin, ML Gholson, J Leonard Journal of Urban Mathematics Education 3 (2), 12–24-12–24, 2010 | 301 | 2010 |
| Race, racial projects, and mathematics education DB Martin Journal for Research in Mathematics Education 44 (1), 316-333, 2013 | 291 | 2013 |
| Beyond missionaries or cannibals: Who should teach mathematics to African American children? DB Martin The High School Journal 91 (1), 6-28, 2007 | 284 | 2007 |
| Learning mathematics while Black. DB Martin Educational Foundations 26, 47-66, 2012 | 283 | 2012 |
| Positioning oneself in mathematics education research: JRME Equity Special Issue Editorial Panel B D'Ambrosio, M Frankenstein, R Gutiérrez, S Kastberg, DB Martin, ... Journal for Research in Mathematics Education 44 (1), 11-22, 2013 | 278 | 2013 |
| Mathematics learning and participation in African American context: The co-construction of identity in two intersecting realms of experience D Martin Diversity, equity, and access to mathematical ideas, 146-158, 2007 | 247 | 2007 |
| Equity, inclusion, and antiblackness in mathematics education DB Martin Race Ethnicity and Education 22 (4), 459-478, 2019 | 225 | 2019 |
| Content learning and identity construction: A framework to strengthen African American students’ mathematics and science learning in urban elementary schools M Varelas, DB Martin, JM Kane Human Development 55 (5-6), 319-339, 2013 | 209 | 2013 |
| Mathematics teaching, learning, and liberation in the lives of Black children DB Martin Routledge, 2009 | 183 | 2009 |
| Racism, assessment, and instructional practices: Implications for mathematics teachers of African American students J Davis, DB Martin Journal of Urban Mathematics Education 1 (1), 10–34-10–34, 2008 | 143 | 2008 |
| The brilliance of Black children in mathematics J Leonard, DB Martin IAP, 2013 | 138 | 2013 |
| The Collective Black and" Principles to Actions" DB Martin Journal of Urban Mathematics Education 8 (1), 2015 | 128 | 2015 |
| Smart girls, Black girls, mean girls, and bullies: At the intersection of identities and the mediating role of young girls' social network in mathematical communities of practice M Gholson, DB Martin Journal of Education 194 (1), 19-33, 2014 | 128 | 2014 |
| Liberating the production of knowledge about African American children and mathematics DB Martin Mathematics teaching, learning, and liberation in the lives of Black …, 2010 | 115 | 2010 |
