Victoria Hand
Victoria Hand
Associate Professor of Mathematics Education, University of Colorado Boulder
Verified email at
Cited by
Cited by
Exploring sociocultural perspectives on race, culture, and learning
NS Nasir, VM Hand
Review of educational research 76 (4), 449-475, 2006
From the court to the classroom: Opportunities for engagement, learning, and identity in basketball and classroom mathematics
NS Nasir, V Hand
The Journal of the Learning Sciences 17 (2), 143-179, 2008
Constructing competence: An analysis of student participation in the activity systems of mathematics classrooms
M Gresalfi, T Martin, V Hand, J Greeno
Educational studies in mathematics 70, 49-70, 2009
Culture and mathematics in school: Boundaries between “cultural” and “domain” knowledge in the mathematics classroom and beyond
NS Nasir, V Hand, EV Taylor
Review of research in education 32 (1), 187-240, 2008
Seeing culture and power in mathematical learning: Toward a model of equitable instruction
V Hand
Educational Studies in Mathematics 80 (1), 233-247, 2012
(Re) framing educational possibility: Attending to power and equity in shaping access to and within learning opportunities
V Hand, WR Penuel, KD Gutiérrez
Human Development 55 (5-6), 250-268, 2013
The joint accomplishment of identity
V Hand, M Gresalfi
Educational psychologist 50 (3), 190-203, 2015
The co-construction of opposition in a low-track mathematics classroom
VM Hand
American Educational Research Journal 47 (1), 97-132, 2010
Making visible the relationship between teachers’ noticing for equity and equitable teaching practice
EA van Es, V Hand, J Mercado
Teacher noticing: Bridging and broadening perspectives, contexts, and …, 2017
Multidimensional noticing for equity: Theorizing mathematics teachers’ systems of noticing to disrupt inequities
EA van Es, V Hand, P Agarwal, C Sandoval
Journal for Research in Mathematics Education 53 (2), 114-132, 2022
Operationalizing culture and identity in ways to capture the negotiation of participation across communities
V Hand
Human Development 49 (1), 36-41, 2006
Coordinating situated identities in mathematics classrooms with sociohistorical narratives: A consideration for design
M Gresalfi, VM Hand
ZDM 51, 493-504, 2019
Reframing participation: Meaningful mathematical activity in diverse classrooms
V Hand
Unpublished dissertation, Stanford University, Stanford, CA, 2003
Conflicting narratives of success in mathematics and science education: Challenging the achievement-motivation master narrative
MR Zavala, V Hand
Race Ethnicity and Education 22 (6), 802-820, 2019
From the court to the classroom: Managing identities as learners in basketball and classroom mathematics
N Nasir, V Hand
annual meeting of the American Educational Research Association, San Diego, CA, 2004
‘The ability to lay yourself bare’: centering rupture, inherited conversations, and vulnerability in professional development
E Mendoza, V Hand, EA van Es, S Hoos, M Frierson
Professional development in education 47 (2-3), 243-256, 2021
Narrowing participation gaps
V Hand, K Kirtley, M Matassa
The Mathematics Teacher 109 (4), 262-268, 2015
Seeing power and culture in mathematics learning: Teacher noticing for equitable mathematics instruction
V Hand
Educational Studies in Mathematics 80 (1), 233-247, 2012
Students' interest for and work with applet-enhanced word problems
KA Renninger, N Sinclair, VM Hand, H Stohl, S Alejandre, JS Underwood
Proceedings of the 6th international conference on Learning sciences, 629-629, 2004
The racialization of mathematics education
J Spencer, V Hand
The race controversy in American education 1, 237-258, 2015
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