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).

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.

“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.

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.

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.

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.

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.

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.

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.