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University of Toronto, Ontario Institute for Studies in Education, SMT Centre
University of Toronto, Ontario Institute for Studies in Education, SMT Centre
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Peruse our faculty members' academic histories, course offerings, professional activities, recent publications, as well as recently funded grants, contracts, and awards:

Larry Bencze
Clare Brett
Rina Cohen
Indigo Esmonde
Wanja Gitari
Gila Hanna
Jim Hewitt
Ron Lancaster
Cathy Marks Krpan
Douglas McDougall
Erminia Pedretti
John Percy
Jim Slotta
John Wallace

Indigo Esmonde
Associate Professor

phone: (416) 978-0117
website: http://indigoesmonde.blogspot.ca

Curriculum Vitae


Representative Publications

Book Chapters

Esmonde, I. (2013). What counts as math when we all use math everyday?: An analysis of NUMB3RS. In B. Bevan, P. Bell, R. Stevens (Eds.), Learning in out of school time. (pp. 49-64). New York: Springer.

Edwards, A. R., Esmonde, I., & Wagner, J. (2010). Learning mathematics. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of Research on Learning and Instruction (pp. 55-77). New York: Taylor and Francis.

Refereed Journal Articles

Esmonde, I. & Langer-Osuna, J. (2013). Power in numbers: Student participation in mathematical discussions in heterogeneous spaces. Journal for Research in Mathematics Education, 44(1), 288-315.

Takeuchi, M., & Esmonde, I. (2011). Professional development as discourse change: Teaching mathematics to English learners. Pedagogies: An International Journal, 6(4), 331-346.

Esmonde, I. (2011). Snips and snails and puppy dogs’ tails: Genderism and mathematics education. For the Learning of Mathematics, 31(2), 27-31.

Esmonde, I., Takeuchi, M., & Radakovic, N. (2011). Getting unstuck: Learning and histories of engagement in classrooms. Mind, Culture and Activity, 18(3), 237-256.

Esmonde, I., & Caswell, B. (2010). Teaching mathematics for social justice in multicultural, multilingual elementary classrooms. Canadian Journal for Science, Mathematics, and Technology Education. 10(3), 244-254.

Esmonde, I. (2009). Ideas and identities: Supporting equity in cooperative mathematics learning. Review of Educational Research. 79(2), 1008-1043.

Esmonde, I. (2009). Mathematics learning in groups: Analyzing equity in two cooperative activity structures. Journal of the Learning Sciences, 18(2), 247-284.

Esmonde, I., Brodie, K., Dookie, L., & Takeuchi, M. (2009). Social identities and opportunities to learn: Student perspectives on group work in an urban mathematics classroom. Journal of Urban Mathematics Education. 2(2), 18-45.

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