1. Aguirre, J. M., & Bunch, G. C. (2012). What’s language got to do with it? Identifying language demands in mathematics instruction for English Language Learners. In S. Celedon-Pattichis & N. Ramirez (Eds.), Beyond good teaching: Advancing mathematics education for ELLs (pp. 183–194). Reston, VA: National Council of Teachers of Mathematics.
2. Aguirre, J. M., & Civil, M. (Editors) (2016). Mathematics through the lens of social justice: Special Issue. Teaching for Excellence and Equity in Mathematics, 7(1).
3. Aguirre, J. M., Herbel-Eisenmann, B., Celedón-Pattichis, S., Civil, M., Wilkerson, T., Stephan, M., et al. (2017). Equity within mathematics education research as a political act: Moving from choice to intentional collective professional responsibility. Journal for Research in Mathematics Education, 48(2), 124–147.
4. Aguirre, J. M., Mayfield-Ingram, K., & Martin, D. (2013). The impact of identity in K-8 mathematics: Rethinking equity-based practices. Reston, VA: National Council of Teachers of Mathematics.
5. Aguirre, J. M., Turner, E. E., Bartell, T. G., Kalinec-Craig, C., Foote, M. Q., Roth McDuffie, A., et al. (2013). Making connections in practice: How prospective elementary teachers connect to children’s mathematical thinking and community funds of knowledge in mathematics instruction. Journal of Teacher Education, 64(2), 178–192.