
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
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
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.
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.
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.
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.