Current Funded Research Projects

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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 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.