Eraso, M. (2015). The Autonomy of a Teacher/Developer and Teacher/Researcher. In J. Wynne & C. Gonzalez (Eds.), Who really speaks for justice: Finding our voices in the noise of hegemonic education, (pp. 103-108). Dubuque, IA: Kendall Hunt Publishing Company.
Eraso, M. (2013). Adolescents’ learning of addition and subtraction of integers using the Algebra Project’s curricular process. In J. Leonard & D. B. Martin (Eds.), The brilliance of Black children in mathematics: Beyond the numbers and toward new discourse, (pp. 151-169). Charlotte, NC: Information Age Publishers.
Sennette, J. D., Brown, D., McCrary, D. and Eraso, M. (2012). Multicultural children’s literature: Linking African American children’s literature, culturally responsive teaching and constructivist strategies in an urban setting. The Journal of Multiculturalism in Education, 8(3). Retrieved from https://www.wtamu.edu/journal/volume-8-number-3.aspx
Park, D.Y., O’Brien, G., Eraso, M., and McClintock, E. (2002). A Scooter Inquiry: An Integrated Science, Mathematics, and Technology Activity, Science Activities: Classroom Projects and Curriculum Ideas, 39(3), 27-32.
Slaughter, E. S. and Eraso, M. (1997). Simulation of Structural Steel Erection to Assess Innovations, Transactions on Engineering Management, 44(2), 196-207.