He Who Feels It, Knows It: Rejecting Gentrification and Trauma for Love and Power in Mathematics
Matthews, L. E. (2018). He Who Feels It, Knows It: Rejecting Gentrification and Trauma for Love and Power in Mathematics for Urban Communities. Journal of Urban Mathematics Education, 11(1-2). https://jume-ojs-tamu.tdl.org/jume/index.php/JUME/article/view/355
"Looking for ‘Us’: Power Reimagined in Mathematics Learning for Black Communities in the Pandemic"
Matthews, L., Jessup, N., & Sears, Ruthmae (2021). Looking for ‘Us’: Power Reimagined in Mathematics Learning for Black Communities in the Pandemic. Educational Studies in Mathematics.
Reimagining the STEM Education Pipeline for Teachers of Color
Sears, Ruthmae; Jessup, N., and Matthews, L. (2021). "Reimagining the STEM Education Pipeline for Teachers of Color" (2021). Teaching and Learning Faculty Publications. 670. https://scholarcommons.usf.edu/tal_facpub/670
Babies overboard! The complexities of incorporating culturally relevant teaching into mathematics instruction
Matthews, L. E. (2003). Babies overboard! The complexities of incorporating culturally relevant teaching into mathematics instruction. Educational Studies in Mathematics, 53(1), 61-82.
“This little light of mine!” Entering voices of cultural relevancy in the mathematics teaching conversation
Matthews, L.E. (2009). “This little light of mine!” Entering voices of cultural relevancy in the mathematics teaching conversation. In Martin, D.M. (Ed.), Mathematics teaching, learning and liberation in the lives of Black children (pp. 63-87). New York: Routledge.
Advancing a framework for culturally relevant, cognitively demanding mathematics tasks.
Matthews, L.E., Jones, S.M., & Parker, Y.A. (2013). Advancing a framework for culturally relevant, cognitively demanding mathematics tasks. In Leonard, J., & Martin, D.B. (Eds.) The brilliance of Black children in mathematics: Beyond the numbers and toward new discourse. Charlotte, NC: Information Age Publishers.
"Reengineering Hope of an Inclusive Mathematics Education"
Jessup, N.; Sears, Ruthmae; and Matthews, L., (2020). "Reengineering Hope of an Inclusive Mathematics Education" (2020). Teaching and Learning Faculty Publications. 673.
https://digitalcommons.usf.edu/tal_facpub/673
Illuminating urban excellence: A movement of change within mathematics education
Matthews, L.E. (2008). Illuminating urban excellence: A movement of change within mathematics education. Journal of Urban Mathematics Education, 1(1), 1-4.
Identity crisis: The public stories of mathematics educators
Matthews, L.E. (2009). Identity crisis: The public stories of mathematics educators. Journal of Urban Mathematics Education, 2(1), 1-4.
Making a difference in teacher development and high-quality teaching
Feinburg, J.R., Williams, Williams, B., Taylor, D., Curry, K., Matthews, L.E., & Black, L. (2011). Making a difference in teacher development and high-quality teaching. In Many, J.E. & Bohan, C.H. (Eds.), Clinical teacher evaluation: Reflections from an urban professional network (pp. 129-146). Charlotte, NC: Information Age Publishing.
Beyond 'commentaries of despair': Reengineering pathways to design in the schooling of Black men
Matthews, L. E & B. A. Williams. (2007). Beyond 'commentaries of despair': Reengineering pathways to design in the schooling of Black men. Negro Educational Review, 58 (3/4), 187-199.
Towards design of clarified equity messages in mathematics reform
Matthews, L. E. (2005). Towards design of clarified equity messages in mathematics reform. The High School Journal, 88(4), 46-58.