[
Aguirre, J. M., & del Rosario Zavala, M. (2013). Making culturally responsive mathematics teaching explicit : A lesson analysis tool. Pedagogies : An International Journal, 8(2), 163–190.
]Search in Google Scholar
[
Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132–169.
]Search in Google Scholar
[
Andrews, J., Yee, W. C., Greenhough, P., Hughes, M., & Winter, J. (2005). Teachers’ funds of knowledge and the teaching and learning of mathematics in multi-ethnic primary schools : Two teachers’ views of linking home and school. ZDM Mathematics Education, 37, 72–80.
]Search in Google Scholar
[
Andrews, P. (2009a). Comparative studies of mathematics teachers’ observable learning objectives : Validating low inference codes. Educational Studies in Mathematics, 71, 97–122.
]Search in Google Scholar
[
Andrews, P. (2009b). Mathematics teachers’ didactic strategies : Examining the comparative potential of low inference generic descriptors. Comparative Education Review, 53(4), 559–581.
]Search in Google Scholar
[
Anwar, S., & Menekse, M. (2021). A systematic review of observation protocols used in postsecondary STEM classrooms. Review of Education, 9(1), 81–120.
]Search in Google Scholar
[
Appelbaum, P. (2010). Retrodictive curriculum reform, or, imagination is silly; it makes you go ’round willy nilly. Journal of the American Association for the Advancement of Curriculum Studies, 6(2). Retrieved from https://ojs.library.ubc.ca/index.php/jaaacs/issue/view/182744.
]Search in Google Scholar
[
Appelbaum, P. (2023). Queer time/math time. For the Learning of Mathematics, 43(1), 2–8.
]Search in Google Scholar
[
Arva, E. L. (2008). Writing the vanishing real : Hyperreality and magical realism. Journal of Narrative Theory, 38(1), 60–85.
]Search in Google Scholar
[
Asayesh, M., & Arargüҫ, M. (2017). Magical realism and its European essence. Journal of History Culture and Art Research, 6(2), 25–35.
]Search in Google Scholar
[
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching : What makes it special? Journal of Teacher Education, 59, 389–407.
]Search in Google Scholar
[
Bostic, J., Lesseig, K., Sherman, M., & Boston, M. (2021). Classroom observation and mathematics education research. Journal of Mathematics Teacher Education, 24, 5–31.
]Search in Google Scholar
[
Boston, M., Bostic, J., Lesseig, K., & Sherman, M. (2015). A comparison of mathematics classroom observation protocols. Mathematics Teacher Educator, 3(2), 154–175.
]Search in Google Scholar
[
Bowers, M. (2020). Magical realism and indigeneity. In C. Warnes, & K. Anderson Sasser (Eds.), Magical realism and literature (pp. 49–63). Cambridge University Press.
]Search in Google Scholar
[
Charalambous, C. Y., & Praetorius, A. K. (2022). Synthesizing collaborative reflections on classroom observation frameworks and reflecting on the necessity of synthesized frameworks. Studies in Educational Evaluation, 75, 101202.
]Search in Google Scholar
[
Cerezci, B. (2020). Measuring the quality of early mathematics instruction : A review of six measures. Early Childhood Education Journal, 48(4), 507–520.
]Search in Google Scholar
[
Cvijanovic, A. L. (2020). Magic, realism and the river between : The cultural weight of postcolonial magic(al) realism. Kultura, 168, 69–87.
]Search in Google Scholar
[
Confrey, J., Maloney, A. P., & Corley, A. K. (2014). Learning trajectories : A framework for connecting standards with curriculum. ZDM Mathematics Education, 46, 719–733.
]Search in Google Scholar
[
Danow, D. K. (1995). The spirit of carnival : Magical realism and the grotesque. University of Kentucky Press.
]Search in Google Scholar
[
Dethridge, L. (2009). The magic realism of a virtual second life. Literature & Aesthetics, 19(2), 262–278.
]Search in Google Scholar
[
Doabler, C. T., Clarke, B., Kosty, D., Turtura, J. E., Sutherland, M., Maddox, S. A., & Smolkowski, K. (2021). Using direct observation to document “practice-based evidence” of evidence-based mathematics instruction. Journal of Learning Disabilities, 54(1), 20–35.
]Search in Google Scholar
[
Ferrer, C. (2012). Magic realism : The trajectory of a concept. In M. Baptista Nunes, G. C. Peng, J. Roth, H. Weghorn, & P. Isaías (Eds.), Internet applications and research : Proceedings of the IADIS Multi Conference on Computer Science and Information Systems (pp. 45–52). Lisbon, Portugal : IADIS.
]Search in Google Scholar
[
Flores, A. (1955). Magical realism in Spanish American fiction. Hispania, 38(2), 187–192. https://www.jstor.org/stable/335812.
]Search in Google Scholar
[
Foster, C. (2011). Productive ambiguity in the learning of mathematics. For the Learning of Mathematics, 31(2), 3–7.
]Search in Google Scholar
[
Gleason, J., Livers, S., & Zelkowski, J. (2017). Mathematics classroom observation protocol for practices (MCOP2) : A validation study. Investigations in Mathematics Learning, 9(3), 111–129.
]Search in Google Scholar
[
Gutiérrez, R. (2002). Enabling the practice of mathematics teachers in context : Toward a new equity research agenda. Mathematical Thinking and Learning, 4(2–3), 145–187.
]Search in Google Scholar
[
Hafeez, A., & Xenofontos, C. (2024). Students’ gendered experiences in the mathematics classroom : “When you’re in a class with such dominant boys, it’s not easy to put yourself forward”. SN Social Sciences, 4(9), 164.
]Search in Google Scholar
[
Hegerfeldt, A. (2002). Contentious contributions : Magic realism goes British. Janus Head : Journal of Interdisciplinary Studies in Literature, Continental Philosophy, Phenomenological Psychology, and the Arts, 5(2), 62–86.
]Search in Google Scholar
[
Ingram, J., Sammons, P., & Lindorff, A. (2018). Observing effective mathematics teaching : A review of the literature. Education Development Trust. https://www.educationdevelopmenttrust.com.
]Search in Google Scholar
[
Jungic, V. (2021). Mathematics and magic realism : A study of “The Raven Legend”. Journal of Humanistic Mathematics, 11(2), 5–17.
]Search in Google Scholar
[
Karimov, Z. (2022). Magic realism in world literature. Mental Enlightenment Scientific-Methodological Journal, 2022(1), 119–128. https://uzjournals.edu.uz/tziuj/vol2022/iss1/12.
]Search in Google Scholar
[
Kelley, T. L. (2020). Examining pre-service elementary mathematics teacher perceptions of parent engagement through a funds of knowledge lens. Teaching and Teacher Education, 91, 103057.
]Search in Google Scholar
[
Khilji, M. A., & Xenofontos, C. (2024). “With maths you can have a better future” : How children of immigrant background construct their identities as mathematics learners. Scandinavian Journal of Educational Research, 68(6), 1089–1104.
]Search in Google Scholar
[
Kohen, Z., & Borko, H. (2022). Classroom discourse in mathematics lessons : The effect of a hybrid practice-based professional development program. Professional Development in Education, 48(4), 576–593.
]Search in Google Scholar
[
Marks, A., Woolcott, G., & Markopoulos, C. (2021). Differentiating instruction : Development of a practice framework for and with secondary mathematics classroom teachers. International Electronic Journal of Mathematics Education, 16(3), em0657.
]Search in Google Scholar
[
Marshall, S. (2023). But what does it look like in maths? A framework for culturally sustaining pedagogy in mathematics. International Journal of Multicultural Education, 25(1), 1–29.
]Search in Google Scholar
[
Milewski, A., Erickson, A., & Herbst, P. (2021). “It depends…” : Using ambiguities to better understand mathematics teachers’ decision-making. Canadian Journal of Science, Mathematics and Technology Education, 21(1), 123–144.
]Search in Google Scholar
[
Moudileno, L. (2020). Magical realism, afrofuturism, and (afro)surrealism : The entanglement of categories in African fiction. In R. Perez, & V. A. Chevalier (Eds.), The Palgrave handbook of magical realism in the twenty-first century (pp. 67–82). Palgrave Macmillan.
]Search in Google Scholar
[
Ndihokubwayo, K., Uwamahoro, J., & Ndayambaje, I. (2020). Implementation of the competence-based learning in Rwandan physics classrooms : First assessment based on the reformed teaching observation protocol. EURASIA Journal of Mathematics, Science and Technology Education, 16(9), em1880.
]Search in Google Scholar
[
Ngom, O. (2020). Magic realism as postcolonial aesthetics in African and Afrodiasporic literatures. Canadian Review of Comparative Literature/Revue Canadienne de Littérature Comparée, 47(2), 196–214.
]Search in Google Scholar
[
Nolan, K., & Xenofontos, C. (2023). Mapping teachers’ perspectives on culturally responsive pedagogy in mathematics : From academic achievement to insights and opportunities. Intercultural Education, 34(6), 550–567.
]Search in Google Scholar
[
Praetorius, A. K., & Charalambous, C. Y. (2018). Classroom observation frameworks for studying instructional quality : Looking back and looking forward. ZDM Mathematics Education, 50, 535–553.
]Search in Google Scholar
[
Rowland, T., & Turner, F. (2007). Developing and using the ‘Knowledge Quartet’ : A framework for the observation of mathematics teaching. The Mathematics Educator, 10(1), 107–124.
]Search in Google Scholar
[
Schlesinger, L., & Jentsch, A. (2016). Theoretical and methodological challenges in measuring instructional quality in mathematics education using classroom observations. ZDM Mathematics Education, 48, 29–40.
]Search in Google Scholar
[
Schoenfeld, A. H. (2013). Classroom observations in theory and practice. ZDM Mathematics Education, 45, 607–621.
]Search in Google Scholar
[
Sethole, G. (2004). Meaningful contexts or dead mock reality : Which form will the everyday take? Pythagoras, 2004(59), 18–25. https://hdl.handle.net/10520/EJC20843.
]Search in Google Scholar
[
Sharma, K. P. (2021). Magic realism as rewriting postcolonial identity : A study of Rushdie’s Midnight’s Children. SCHOLARS : Journal of Arts & Humanities, 3(1), 74–82.
]Search in Google Scholar
[
Wilson, P. H., Sztajn, P., Edgington, C., & Confrey, J. (2014). Teachers’ use of their mathematical knowledge for teaching in learning a mathematics learning trajectory. Journal of Mathematics Teacher Education, 17, 149–175.
]Search in Google Scholar
[
Xenofontos, C., Hizli Alkan, S., & Appelbaum, P. (2024). An exploration of Scottish teachers’ perceptions of equitable teaching practices in mathematics. Cogent Education, 11(1), 2310436.
]Search in Google Scholar
[
Yaszek, L. (2006). Afrofuturism, science fiction, and the history of the future. Socialism and Democracy, 20(3), 41–60.
]Search in Google Scholar
[
Yeh, C., Ellis, M., & Mahmood, D. (2020). From the margin to the center : A framework for rehumanizing mathematics education for students with dis/abilities. The Journal of Mathematical Behavior, 58, 100758.
]Search in Google Scholar