publications

Robinson, D., Gholson, M., Ball, D. L., (2021). When Race Matters in Mathematics: Practicing Three Commitments for Children Learning Mathematics While Black. In M. Winn and T. Winn (Eds.) Restorative Justice in Education. Cambridge, MA: Harvard Education Press.

Dunleavy, T.K., Marzocchi, A.S., & Gholson, M. (2020). Teacher Candidates’ Silhouettes: Supporting Mathematics Teacher Identity Development in Secondary Methods Courses. Investigations of Mathematics Learning.

Gholson, M. (2019). Read me last: Constructing a scholarly catchment through a Black feminist reading. Cognition and Instruction. 37(3), 414-421.

Gholson, M. & Robinson, D. (2019). Restoring the Mathematics Identities of Black Learners: A Curricular Approach. Theory Into Practice,58(4), 347-358.

Gholson, M. & Martin, D. B. (2019). Blackgirl face: Racialized and gendered performativity in mathematics contexts. ZDM, 51(3), 391-404.

Gholson, M. & Wilkes, C. (2017) (Mis)Taken Identities: Reclaiming Identities of the Collective Black in Mathematics and Science Education Research. Review of Research in Education. 41(1), 228-252.

Gholson, M. (2016). Clean corners and algebra: A critical examination of the construction of Black girls and women in mathematics. Journal of Negro Education, 85(3), 290-301.

Gholson, M. & Martin, D. B. (2014). Smart girls, Black girls mean girls, and bullies: At the intersection of identities and the mediating role of young girls’ social network in mathematics communities of practice. Journal of Education. 194(1), 19-33.

Gholson, M. (2013). The mathematical lives of Black children: A sociocultural-historical rendering of Black brilliance. In J. Leonard & D.B. Martin (Eds.), The brilliance of Black children in mathematics: Beyond the numbers and toward new discourse (pp. 55-76). Charlotte, NC: Information Age Publishing, Inc.