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1. Racialized and Gendered Labor in Students' Responses to Precalculus and Calculus Instruction

   http://duke.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwjV1LSwMxEA4WD9WDaFV8lhwET6G7yWazgVKQYtGioG2heCp50hatwtaLv95Js7ZeBI-b3c0hk3l8wzczCF0JL6XlzJI0TwqSeW6I1ozBXfY8pAUyXYTa4XHRf6HPg6LX3aQu_suo7AO0EmBIa6hGafKDeioDDE4zj8yOlITKzEjr4hBLtOahpuctxFb208ANoYGVJZI6qq-3rIjPv7xMbx_tVeEhvonyPEBbbtEIk5UrFkYD7T6u-6yWh8gMVEh5z76cxWphcRwMBw8PQbZ4tsDD2LuyvMaDyIZ1JV6-4_a08wS2Tr2G7F_Zbk07q_-71QK-3zSWPUKj3u2oe0eqsQnEgMIuSW4SZZXJqBapS6XUEGKlwjBpKPOa2twzCS4p1ZIXhYYvhAGU4TOdKQ8BFT1BWBmRc8VyrgG0WullAILagR9zDhRen6LjcEaTj9gRY7I-vLO_XpyjHRoKB1bsrQu07UG53GWcwNBENTEcN1dC_AZYsJzs

   by Leyva, Luis A; McMichael, Emily Wolf; Battey, Dan; Hyland, Nora and Amman, Kristen

   Journal For Research In Mathematics Education, Volume 53, Issue 2, p. 94

   Journal Article

2. Detailing Racialized and Gendered Mechanisms of Undergraduate Precalculus and Calculus (...)

   http://duke.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwjV1LS8NAEF4sHtqLaFV8lj14Daa72ReUgkSLFgStSvFUdrMbW6hVjB701zuTpO1J8BLILBvC7M6TmW8IOVO5MV5wH3VlrKMkF1nkHOdwl3OBaYHEaewdHuvhM7sf6UG6Tl38t6JyCGpVSK4apMFYvIx6agWMKFwl-iZX2DStl407CKkNNCRBYMiApBMDJq5JmqsP1mXPVTFkaWMG22Srdg7pRXWaO2QjLNo4V7muwWiT1kpffe-S4rL8WbA9dGQx8z37CZ7ahafVfDh4uQ3Y2DsrXgv6ltNyxtHLh_Vf4GDS3rR_B-rOzjEBWPTOp_1yb1oTaLr0q-nNGmV2jzwNrh7T66ieoRBlXMafkQ5caQtPEF4WO88QXMYF5jOZgava5cJxKZ3tCqe8DQaCU25il0hruE8g3Dkg1GZKCsulcBDCepMjzxIXwKqFAOLvDsk-8mzyXuFjTFbMPPpr4Zi0GNaGYCqDnZDNHEQtnFbzGDqkoR7GnfJIfwHTIKAS

   by López, Daniel; Leyva, Luis A; Quea, Ruby; Weber, Keith and Battey, Dan

   Cognition And Instruction, Volume 39, Issue 1, p. 1

   Journal Article

3. Characteristics of Precalculus Through Calculus 2 Programs: Insights From a National (...)

   http://duke.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV1LS8NAEF6qJz34qIrVWvagx7TdbDcPKQUJDVoQqlbEU8gmG6v0IU0r-O-dySaBXES8JmGT7M7OfDP7zQwhl3biurHgscGsrmP0EhEZUnIOspwIDAv0pIO5wy_O6NV8eHR8r0b6RS4M0iozXmB2ig8ASc4U7mwBSKDzgRk5c0RG8SZqC9jvbayHuUW2HCZ0ufpSC4PltDS9gxmYnqm5Xb8NUzKeNTGxqpx5bnH8ffJWfGtGt25ruokOPFR42EVBx__-1gHZy0EpvdFSdEhqalHHfs4596NOdu_L6q7pEXn3qlWe6TKh_elgDMoznGE4Me13pgM60S2AqJdfpCYdazZYek3vFimGBVLqr5ZzGtK8PveMeth7I6VPm9WX-j4mz_5w4t0aecsGQ4GtX-OZsmSmrczIdkIumWuLCDw6Jpli0sVj4RBkhpsyEsqxhAI4KJxuYrPQjCOVdPkpoWFkWyLklpDwfOwmLnqhUoERVQq0jWyQE1yn4FOX4wiGIwYoBhyzBrnK5ri8U5nYQIC7E-DENkizWNkg37FpYAL0NW3wqcXZH4c5JzvwXlfHY5pke73aqAvdU6KVueGtTCJ_AEKN5zU

   by Estrella Johnson; David Bressoud; Sean Larsen; Chris Rasmussen; Jessica Ellis Hagman and Naneh Apkarian

   Journal For Research In Mathematics Education, Volume 50, Issue 1, pp. 98 - 112

   Journal Article : Full Text Online

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