Social Justice Math (and Science) Resources for K-12 Educators | CLICK HERE |

Dr. Kari Kokka

Dr. Kari KokkaDr. Kari KokkaDr. Kari Kokka
  • Home
  • Bio
  • Critical Math Drop Pod
  • Social Justice Resources
  • Research
  • Media/Keynotes
  • Social Justice Conference
  • Contact/Follow
  • More
    • Home
    • Bio
    • Critical Math Drop Pod
    • Social Justice Resources
    • Research
    • Media/Keynotes
    • Social Justice Conference
    • Contact/Follow

Dr. Kari Kokka

Dr. Kari KokkaDr. Kari KokkaDr. Kari Kokka
  • Home
  • Bio
  • Critical Math Drop Pod
  • Social Justice Resources
  • Research
  • Media/Keynotes
  • Social Justice Conference
  • Contact/Follow

Current Funded Research Projects

Kokka, K. (2021-2026). Principal Investigator. CAREER: Partnering with Teachers and  Students to Engage in Mathematical Inquiry about Relevant Social Issues. National Science Foundation. $996,000. www.mathsocialissues.com 


Gutiérrez, R., Kokka, K., Myers, M. (2020-2024). Co-Principal Investigator. Political Conocimiento in Teaching Mathematics: Preparing Teachers to Advocate for Students. Spencer Foundation Large Grant. $500,000. Pitt/UNLV subaward $150,000. 


Selected Publications

SELECTED PEER-REVIEWED JOURNAL ARTICLES

  

Kokka, K. (2024). “I really got to think about my background, their background, and how do we come together on something?”: One emergent mathematics teacher leader's reflexive journey with Social Justice Mathematics. School Science and Mathematics. http://doi.org/10.1111/ssm.12688


Kokka, K., Gutiérrez, R., Myers, M. (2024). A Love Letter to Women, Femme, and Nonbinary Critical Scholars of Color: Theorizing the Four I’s of SiSTARhood. In Farinde-Wu, A. & Butler, B. (Eds.) Me-search: Pursuing Race, Culture, and Gender in the Heart and Healing Work of Qualitative Inquiry. Qualitative Inquiry. https://doi.org/10.1177/10778004241269909 


Gutiérrez, R., Kokka, K., Myers, M. (2024). Political Conocimento in Teaching Mathematics: Mathematics Teacher Candidates Enacting their Intersectional Identities. Journal of Mathematics Teacher Education. 


Kokka, K. & Cody, M. (2024). “Educational Facials”: A Healing Tool for the Beautiful Struggle. Education Sciences. 14(303). https://doi.org/10.3390/educsci14030303 


Kokka, K. (2023). Healing-Centered Educator Activism in Mathematics Actualized by Women of Color Mathematics Teacher Activists. Equity and Excellence in Education. https://doi.org/10.1080/10665684.2022.2158391


Gutiérrez, R., Myers, M., & Kokka, K. (2023). The stories we tell: Why unpacking narratives of mathematics is important for teacher conocimiento. The Journal of Mathematical Behavior, 70, 101025. https://doi.org/10.1016/j.jmathb.2022.101025 


Myers, M., Kokka, K., Gutiérrez, R. (2023). Maintaining Tensions: Braiding as an Analogy for Mathematics Teacher Educators’ Political Work. Education Sciences. 13(1100). https://doi.org/10.3390/educsci13111100 


Yamauchi, L. A., Agarwal-Ranganath, R., Ayers, B., Berta-Ávila, M, Coalition for Racial Equity in the Arts + Education, Kokka, K., Kumashiro, K., Quinn, T., Rost-Banik, C., & Schultz, K. (2022). Scholar collectives advocating for social justice in education. Kalfou: A Journal of Comparative and Relational Ethnic Studies, 9(1). https://tupjournals.temple.edu/index.php/kalfou/article/view/435


Kokka, K. (2022). Toward a Theory of Affective Pedagogical Goals for Social Justice Mathematics. Journal for Research in Mathematics Education, 53(2), 133-153. 

https://doi.org/10.5951/jresematheduc-2020-0270 


*Rodriguez, B.K.N. & Kokka, K. (2021). Doing as the Trees Do: Two Femmes of Color Resisting Institutional Violence. The Journal of Educational Foundations 34(1), 132-150. https://edfoundations.wpengine.com/wp-content/uploads/2021/06/JEF2021special.pdf
 

Kokka, K. (2020). Social Justice Pedagogy for Whom? Developing Privileged Students’ Critical Mathematics Consciousness. The Urban Review 52(2), 778-803. https://doi.org/10.1007/s11256-020-00578-8  


Kokka, K., & Chao, T. (2020). ‘How I show up for Brown and Black students’: Asian American Male Mathematics Teachers Seeking Solidarity.” Race Ethnicity and Education, 23(3), 432-453. https://doi.org/10.1080/13613324.2019.1664002 


Kokka, K. (2019). Healing-Informed Social Justice Mathematics: Promoting Students’ Sociopolitical Consciousness and Well-Being in Mathematics Class. Urban Education, 54(9), 1179-1209. https://doi.org/10.1177/0042085918806947 


Kokka, K. (2018). Radical STEM Teacher Activism: Collaborative Organizing to Sustain SocialJustice Pedagogy in STEM fields. The Journal of Educational Foundations, 31(1,2), 86-113. https://files.eric.ed.gov/fulltext/EJ1193676.pdf 


Kokka, K. (2016). Urban teacher longevity: What keeps teachers of color in one under-resourced urban school?. Teaching and Teacher Education, 59, 169-179. https://doi.org/10.1016/j.tate.2016.05.014 

  

Kokka, K. (2015). Addressing Dilemmas of Social Justice Mathematics Instruction through Collaboration of Students, Educators, and Researchers. Educational Considerations, 42(3), 13-21. https://eric.ed.gov/?id=EJ1084074 


Star, J.R., Newton, K., Pollack, C., Kokka, K., Rittle-Johnson, B., & Durkin, K. (2015). Student, teacher, and instructional characteristics related to students' gains in flexibility. Contemporary Educational Psychology, 41, 198-208. https://doi.org/10.1016/j.cedpsych.2015.03.001 


Star, J. & Kokka, K. (2013). Using Strategic Interruptions To Effectively Integrate Whole Class and Small Group Instruction In Mathematics. The Mathematics Educator. (14)1&2, 1-20. 


* indicates articles written with graduate students


SELECTED BOOK CHAPTERS AND OTHER PUBLICATIONS 


Cody, M. & Kokka, K. (2022). Cor(o)ner Stores and Food Apartheid. In Conway  IV, B., Id-Deen, L. Raygoza, M. Ruiz, A., Staley, J. and Thanheiser, E. (Eds.) Middle School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice. Corwin Press. 


Kokka K. (2017). Alternatives to standardized tests – How Performance Assessment supported a math team’s journey toward AP Calculus. In Murphy, B. (Ed.) Inside Our Schools: Teachers on the Failure and Future of Education Reform. Cambridge: Harvard Education Press.


Bae, S., & Kokka, K. (2016). Student Engagement in Assessments: What Students and Teachers Find Engaging. Stanford, CA. Stanford Center for Opportunity Policy in Education and Stanford Center for Assessment, Learning, and Equity. https://edpolicy.stanford.edu/library/publications/1434


Chung, R., Daro, V., Holtius, N., Kokka, K., Martin, D., Renner, N., Schultz, S., & Wertheim (2016). Evaluating Item Quality in Large-Scale Assessments: Phase I Report of the Study of State Assessment Systems. Stanford Center for Assessment Learning and Equity and Understanding Language. https://scale.stanford.edu/sites/g/files/sbiybj14851/f/evaluating_item_quality_in_large-scale_assessments_v19.pdf


Taylor, C., Kokka, K., Darling-Hammond, L., Dieckman, J., Santana Pacheco, V., Sandler, S., & Bae, S. (2016). Student Engagement: A Framework for On-demand Performance Assessment Tasks. Stanford, CA: Stanford Center for Opportunity Policy in Education. https://edpolicy.stanford.edu/library/publications/1431


FULL CV AVAILABLE UPON REQUEST

Email me at kari.kokka@unlv.edu if interested in receiving any of the above publications.

Content of this site does not represent the University of Nevada, Las Vegas nor any funding agency.

Kari Kokka

Copyright © 2024 Kari Kokka - All Rights Reserved.

Powered by GoDaddy Website Builder

This website uses cookies.

We use cookies to analyze website traffic and optimize your website experience. By accepting our use of cookies, your data will be aggregated with all other user data.

Accept