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Caswell, B., Jones, J., LaPointe, M., & Kabatay, T. (2018). We don’t think of it in terms of math, it’s just the way of life. In Rehumanizing mathematics for BLACK, Indigenous, And Latinx students (pp. 79–91). essay, National Council of Teachers of Mathematics.

Caswell, B.& LaRoque, M. (2013). Creating a student-led multicultural math night to draw crowds. Deepening Inclusive and Community-Engaged Education in Three Schools: A Teacher’s Resource. Toronto: Â¥·ïÌìÌà (pp. 167 â€“ 176).

Hawes, Z., Gibson, A., Mir, S., & Pelletier, J. (2012). Children’s experiences in full-day programs for 4-and 5-year-olds: Play and self-regulation. In Corter, C., Janmohamed, Z., & Pelletier, J. (Eds.), Toronto First Duty Phase 3 Report (pp. 31-55). Toronto, ON: Atkinson Centre for Society and Child Development, OISE/University of Toronto.

Caswell, B. (2011). Teaching toward equity in mathematics (Unpublished doctoral dissertation). Curriculum, Studies and Teacher Development Â¥·ïÌìÌÃ, University of Toronto

Caswell, B., Stewart Rose, L., Douara, D. (2011). Teaching mathematics with a social justice focus. In C. Rolheiser, M. Evans, & M. Gambhir, M. (Eds.), Inquiry into practice: Reaching every student through inclusive curriculum practices. Toronto: Â¥·ïÌìÌÃ.

Caswell, B. & Lamon, M. (2000). The Evolution of Ideas in a Knowledge-Building Classroom. In J. Leach & B. Moon (Eds.), Learners and Pedagogy. London, UK: Paul Chapman.