PUBLICATIONS

Peer-reviewed Journal Articles 

  • Adiredja, A. P. & Zandieh, M. (2020b). Everyday examples in linear algebra: Individual and collective creativity. Journal of Humanistic Mathematics, 10(2), 40-75. https://scholarship.claremont.edu/jhm/vol10/iss2/5
     

  • Adiredja, A. P. & Zandieh, M. (2020a). The lived experience of linear algebra: A Counter-story about women of color in mathematics. Educational Studies in Mathematics, 104(2), 239-260. https://doi.org/10.1007/s10649-020-09954-3
     

  • Adiredja, A. P. (2020). Students’ “struggles” with temporal order in the limit definition: Uncovering resources using knowledge in pieces. International Journal of Mathematics Education in Science and Technology. Advanced online publication. https://doi.org/10.1080/0020739X.2020.1754477
     

  • Adiredja, A. P., Bélanger-Rioux, R., & Zandieh, M. (2020). Everyday examples from students: An anti-deficit approach in the classroom. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 30(5), 520-538. https://doi.org/10.1080/10511970.2019.1608609
     

  • Adiredja, A. P., & Louie, N. (2020). Understanding the web of deficit discourse in mathematics education. For the Learning of Mathematics, 40(1), 42-46. 
     

  • Adiredja, A. P. (2019). The pancake story and the epsilon-delta definition. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies. Advanced online publication. https://doi.org/10.1080/10511970.2019.1669231
     

  • Adiredja, A. P. (2019). Anti-deficit narratives: Engaging the politics of mathematical sense making. Journal for Research in Mathematics Education, 50(4), 401-435. https://doi.org/10.5951/jresematheduc.50.4.0401
     

  • (invited) Zandieh, M., Adiredja, A.P., & Knapp, J. (2019). Exploring everyday examples to explain basis from eight German male graduate STEM students. ZDM Mathematics Education, 51, 1153–1167. https://doi.org/10.1007/s11858-019-01033-z
     

  • Adiredja, A. P., & Andrews-Larson, C. (2017). Taking the sociopolitical turn in postsecondary mathematics education research. International Journal for Research in Undergraduate Mathematics Education, 3(3), 444-465. https://doi.org/10.1007/s40753-017-0054-
     

Chapters in Peer-reviewed Monographs

 

  • (invited) Adiredja, A. P. (2020). Cognition, interdisciplinarity, and equity. In B. Sriraman (Ed.), Handbook of the Mathematics and the Arts Sciences. Cham, Switzerland: Springer. Advanced online publication. https://doi.org/10.1007/978-3-319-70658-0_73-1
     

  • (invited) Adiredja, A. P. (2018). Building on misconceptions and students’ intuitions in advanced mathematics. In T.G. Bartell (Ed.), Toward Equity and Social Justice in Mathematics Education. Research in Mathematics Education (pp. 59-76). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-319-92907-1_4

Peer-reviewed Conference Proceedings
 
  • Louie, N., & Adiredja, A. P. (2019). An ecological perspective on the reproduction of deficit discourses in mathematics education. In J. Subramanian (Ed.). Proceedings of the Tenth International Mathematics Education and Society Conference (Paper 63). Hyderabad, India. Retrieved from: http://mes10.uohyd.ac.in/mes/program/conferenceProceedings.php.
     

  • Adiredja, A. P., Leyva, L., & Mendoza, J. (2018). Impacts of peer mentorship in a calculus workshop on the mentors’ identities and academic experiences in undergraduate STEM. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown (Eds.), Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education (pp. 1534-1540). San Diego, CA.
     

  • Adiredja, A. P. & Zandieh, M. (2017). Using intuitive examples from women of color to reveal nuances about basis. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown (Eds.), Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education (pp. 346-359). San Diego, CA.
     

  • Adiredja, A. P. & Karunakaran, S. S. (2016). Dual analyses examining proving process: Grounded theory and knowledge analysis. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1573-1580). Tucson, AZ: The University of Arizona. 
     

  • Adiredja, A. P. (2015). Exploring roles of cognitive studies in equity: a case for knowledge in pieces. In T.G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez. (Eds.). (2015). Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1269-1276). East Lansing, MI: Michigan State University.
     

  • Adiredja, A. P., Alexander, N. H. & Andrews-Larson, C. (2015). Conceptualizing equity in undergraduate mathematics education: lessons from K-12 research. In (Eds.) T. Fukawa-Connelly, N. Infante, K. Keene, and M. Zandieh, Proceedings of the 18th Annual Conference on Research in Undergraduate Mathematics Education (pp. 60-73), Pittsburgh, PA.

WORK IN PROGRESS

Peer-reviewed Journal Articles Under Review
 
  • (invited) Louie, N., Adiredja, A. P., & Jessup, N. (under review). Anti-deficit noticing: A FAIR framework. ZDM Mathematics Education.
     

Peer-reviewed Journal Articles in Preparation

 

  • Adiredja, A. P. (in preparation). Understanding deficit perspectives in mathematics education through structural racism. 
     

  • Adiredja, A. P. & Engle, R. A. (in preparation). Going against deficits: Growing the cognitive demand of mathematical tasks. 
     

  • Adiredja, A. P., & Franco, M. A.  (in preparation). Impacts of critical conversations and inquiry-based learning on minoritized students’ achievements 
     

  • Adiredja, A. P., & Rios, J. (in preparation). Culturally relevant engagement in STEM: Activating community cultural wealth. 

© 2020 by Aditya Adiredja, Ph.D.