References
- Kim, H. W., & Ko, H. K. (2021). A classification analysis of students from multicultural families based on their mathematics achievement over time. The Mathematical Education, 60(2), 191-207. https://doi.org/10.7468/MATHEDU.2021.60.1.191
- Kim, H. K. (2021). A case study on the satisfaction of mathematics online class and its relationship with mathematical learning in Corona-19. Communications of Mathematical Education, 35(3). 341-358. https://doi.org/10.7468/JKSMEE.2021.35.3.341
- Ko. S., & Son, S. (2022). Development and Validation of Elementary Math Word-problem Curriculum Based Assessment for screening students with learning difficulties. The Korean Journal of Educational Methodology Studies, 34(2), 398-409.
- Park, M. (2020). A study on the current situation and challenges of the educational gap in the Context of COVID-19: A Case Study of Gyeonggi Province. Korean Journal of Sociology of Education, 30(4), 113-145. https://doi.org/10.32465/KSOCIO.2020.30.4.005
- Song, R., Noh, S. S., & Ju. M. K. (2013). An Analysis of Korean Mathematics Teacher's Multicultural Competence: Implications for Multicultural Mathematics Teacher Education. The Journal of Educational Research in Mathematics, 23(3), 313-333.
- Song, R., & Ju. M. K. (2021). An Analysis of Teachers' Pedagogical Design Capacity for Multicultural Mathematics Education. The Journal of Educaitonal Research in Mathematics, 31(1), 83-107.
- Chang, S., & Kim, S. M. (2014). The defects of questions of descriptive assessment in elementary school mathematics and the suggestions for its improvement-focusing on the questions produced by Gyeonggi Provincial Office of Education. Journal of Elementary Schematics Education in Korea, 18(2), 297-318.
- Ha, Y. S. (2000). Re-evaluation of teachers' right under an educational law in Korea. The Journal of Law Education, 12, 230-253.
- Apple, M. W. (1992). Do the Standards go far enough? Power, policy, and practice in mathematics education. Journal for Research in Mathematics Education, 23, 412-431. https://doi.org/10.2307/749562
- Atweh, B., Forgasz, H., & Nebrez, B. (2001). Socio-cultural aspects of mathematics education: An international perspective. Lawrence Erlbaum.
- Bryman, A. (2007). The research question in social research: what is its role?. International Journal of Social Research Methodology, 10(1), 5-20. https://doi.org/10.1080/13645570600655282
- Cai, J. (2005). US and Chinese teachers' constructing, knowing, and evaluating representations to teach mathematics. Mathematical Thinking and Learning, 7(2), 135-169. https://doi.org/10.1207/s15327833mtl0702_3
- Carpenter, T. P., Fennema, E., Franke, M. L., Empson, S. B., & Levi, L. W. (1999). Children's mathematics: Cognitively Guided Instruction. Heinemann.
- Crenshaw, K. W. (1988). Race, Reform, and Retrenchment: Transformation and legitimation in antidiscrimination law. Harvard Law Review, 101(7), 1331-1387. https://doi.org/10.2307/1341398
- Creswell, J. W. (1999). Mixed-method research: introduction and application. In Handbook of educational policy (pp. 455-472). Academic Press.
- Crites, S. (1997). The narrative quality of experience. Journal of the American Academy of Religion, 39(3), 291-311.
- Cummins, J. (1989). Empowering minority students. California Association of Bilingual Education.
- Damarin, S., & Erchick, D. B. (2010). Toward clarifying the meanings of "gender" in mathematics education research. Journal for Research in Mathematics Education, 41(4), 310-323. https://doi.org/10.5951/jresematheduc.41.4.0310
- Denney, A. S., & Tewksbury, R. (2013). How to write a literature review. Journal of Criminal J ustice Education, 24(2), 218-234. https://doi.org/10.1080/10511253.2012.730617
- DiME. (2007). Culture, race, power and mathematics education. In F. Lester (Ed.), Second handbook of research on mathematics teaching and learning (Vol. 1, pp. 405-434). National Council of Teachers of Mathematics.
- Ernest, P. (Ed.). (2003). Mathematics education and philosophy: An international perspective. Routledge
- Fink, A. (2019). Conducting research literature reviews: From the internet to paper. Sage publications.
- Foote, M. Q., & Gau Bartell, T. (2011). Pathways to equity in mathematics education: How life experiences impact researcher positionality. Educational Studies in Mathematics, 78, 45-68. https://doi.org/10.1007/s10649-011-9309-2
- Franke, M. L., Carpenter, T. P., Levi, L., & Fennema, E. (2001). Capturing teachers' generative growth: A follow-up study of professional development in mathematics. American Educational Research Journal, 38, 653-689.
- Frankenstein, M. (1987). Critical mathematics education: An application of Paulo Freire's epistemology. In I. Shor (Ed.), Freire for the classroom: A sourcebook for liberatory teaching (pp. 180-210). Boyton/Cook.
- Gee, J. P. (1999). An introduction to discourse analysis: Theory and method.
- Gross, T. and Taylor, A.G. (2005), "What have we got to lose? The effect of controlled vocabulary on keyword searching results", College & Research Libraries, 66(3), 212-30. https://doi.org/10.5860/crl.66.3.212
- Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban, Latino school. Journal for Research in Mathematics Education, 34, 37-73. https://doi.org/10.2307/30034699
- Gutstein, E., Fey, J. T., Heid, M. K., DeLoach-Johnson, I., Middleton, J. A., Larson, M., Dougherty, B. & Tunis, H. (2005). Equity in School Mathematics Education: How Can Research Contribute?. Journal for Research in Mathematics Education, 36(2), 92-100.
- Gutstein, E., Lipman, P., Hernandez, P., & de los Reyes, R. (1997). Culturally relevant mathematics teaching in a Mexican American context. Journal for Research in Mathematics Education, 28, 709-737. https://doi.org/10.2307/749639
- Gutidrrez, R. (2001). Enabling the practice of mathematics teachers in context: Toward a new equity research agenda. Mathematical Thinking and Learning, 4, 145-187. https://doi.org/10.1207/S15327833MTL04023_4
- Harger, B., & Quintela, M. (2017). The IRB as gatekeeper: Effects on research with children and youth. Sociological Studies of Children and Youth, 22, 11-33 https://doi.org/10.1108/S1537-466120180000022002
- Hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
- Joseph, G. G. (1987). Foundations of Eurocentrism in mathematics. Race & Class, 28(3), 13-28. https://doi.org/10.1177/030639688702800302
- Jurado de Los Santos, P., Moreno-Guerrero, A. J., Marin-Marin, J. A., & Soler Costa, R. (2020). The term equity in education: A literature review with scientific mapping in web of science. International Journal of Environmental Research and Public Health, 17(10), 3526.
- Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding it up: Helping children learn mathematics. National Academy Press.
- Kim, R. (2014). Elementary teachers' knowledge for teaching mathematics: A review, mediterranean Journal of Social Sciences, 5(9), 428-438.
- Ladson-Billings, G. (1995). Making mathematics meaningful in multicultural contexts. In W. G. Secada, E. Fennema, & L. B. Adajian (Eds.), New directions for equity in mathematics education (pp. 126-145). Cambridge University Press.
- Ladson-Billings, G. (1997). It doesn't add up: African American students' mathematics achievement. J ournal for Research in Mathematics Education, 28, 697-708. https://doi.org/10.2307/749638
- Ladson-Billings, G. (1998). Teaching in dangerous times: Culturally relevant approaches to teacher assessment. The Journal of Negro Education, 67, 255-267. https://doi.org/10.2307/2668194
- Lee, C. (1998). Culturally responsive pedagogy and performance-based assessment. The Journal of Negro Education, 67, 268-79. https://doi.org/10.2307/2668195
- Lipman, P. (1998). Race, class and power in school restructuring. SUNY Press.
- Lipman, P. (2004, April). Regionalization of urban education: The political economy and racial politics of Chicago-metro region schools. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
- Luechauer, D. L., & Shulman, G. M. (1992, May). Moving from bureaucracy to empowerment: Shifting paradigms to practice what we preach in class. Paper presented at the Midwest Academy of Management, St. Charles, IL.
- Mastropieri, M. A., Scruggs, T. E., & Levin, J. R. (1985). Maximizing what exceptional students can learn: A review of research on the keyword method and related mnemonic techniques. Remedial and Special Education, 6(2), 39-45. https://doi.org/10.1177/074193258500600208
- Nortvedt, G. A., & Buchholtz, N. (2018). Assessment in mathematics education: Responding to issues regarding methodology, policy, and equity, ZDM, 50(4), 555-570. https://doi.org/10.1007/s11858-018-0963-z
- Oakes, J. (1985). Keeping track: How schools structure inequality. Yale University Press.
- Oakes, J. (1990). Multiplying inequalities: The effect of race, social class, and tracking on opportunities to learn mathematics and science. RAND.
- Oakes, J., Joseph, R., & Muir, K. (2004). Access and achievement in mathematics and science: Inequalities that endure and change. In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural education (2nd Ed.) (pp. 69-90). Jossey-Bass.
- Pati, D., & Lorusso, L. N. (2018). How to write a systematic review of the literature. HERD: Health Environments Research & Design Journal, 11(1), 15-30. https://doi.org/10.1177/1937586717747384
- Rousseau, C., & Tate, W. F. (2003). No time like the present: Reflecting on equity in school mathematics. Theory into Practice, 42(3), 210-216. https://doi.org/10.1207/s15430421tip4203_7
- Secada, W. G. (1989). Educational equity versus equality of education: An alternative conception. In W. G. Secada (Ed.), Equity and education (pp. 68-88). Falmer.
- Secada, W. G. (1996). Urban students acquiring English and learning mathematics in the context of reform. Urban Education, 30, 422-448. https://doi.org/10.1177/0042085996030004004
- Senk, S. L., & Thompson, D. R. (2003). Standards-based school mathematics curricula: What are they? What do students learn?. Lawrence Erlbaum Associates.
- Setati, M. (2005). Teaching mathematics in a primary multilingual classroom. Journal for Research in Mathematics Education, 36(5), 447-466.
- Skovsmose, O., & Valero, P. (2002). Democratic access to powerful mathematical ideas. In L. D. English (Ed.) Handbook of international research in mathematics education. Directions for the 21st Century (pp. 383-407). Erlbaum.
- Skovsmose, O. (1994). Towards a philosophy of critical mathematical education. Kluwer Academic Publishers.
- Tate, W. F. (1995). Returning to the root: A culturally relevant approach to mathematics pedagogy. Theory into Practice, 34, 166-173. https://doi.org/10.1080/00405849509543676
- Tate, W. F., & Lipman, P. (2003). Report of Working Group 2: The changing nature of schooling and school demographics. In F. K. Lester & J. Ferrini-Mundy (Eds.), Proceedings of the NCTM Research Catalyst Conference (pp. 125-131). NCTM.
- Valero, P. (2004). Socio-political perspectives on mathematics education. In P. Valero & R. Zevenbergen (Eds.), Researching the socio-political dimensions of mathematics education: Issues of power in theory and methodology (pp. 5-24). Kluwer Academic Publishers.
- Valero, P., & Zevenbergen, R. (2004). Researching the socio-political dimensions of mathematics education: Issues of power in theory and methodology. Kluwer Academic Publishers.
- Waxman, H. C. (1994). Differences among urban, suburban, and rural high schools on technology use in science and mathematics. In Society for Information Technology & Teacher Education International Conference (pp. 589-592). Association for the Advancement of Computing in Education (AACE).
- Wayne, A. Y., & Young, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73(1), 89-122. https://doi.org/10.3102/00346543073001089
- West, P. (1993). N.S.F. Urban Initiative is seen as a reform tool. Education Week, 13(15), 8.