The Journal of Urban Mathematics Education (JUME) is a peer-reviewed, open-access, academic journal published twice a year. The mission of the journal is to foster a transformative global academic space in mathematics that embraces critical research, emancipatory pedagogy, and scholarship of engagement in urban communities. Here, the view of the urban domain extends beyond the geographical context, into the lives of people within the multitude of cultural, social, and political spaces in which mathematics teaching and learning takes place. ISSN 2151-2612
Vol 2, No 1 (2009)
Table of Contents
EDITORIAL
| Identity Crisis: The Public Stories of Mathematics Educators |
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Lou Edward Matthews |
pp. 1-4 |
ARTICLES
| A Metropolitan Perspective on Mathematics Education: Lessons Learned from a “Rural” School District |
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Celia Rousseau Anderson, Angiline Powell |
pp. 5-21 |
| Teaching Mathematics for Social Justice: Reflections on a Community of Practice for Urban High School Mathematics Teachers |
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Lidia Gonzalez |
pp. 22-51 |
| Comparing Teachers’ Conceptions of Mathematics Education and Student Diversity at Highly Effective and Typical Elementary Schools |
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Richard S. Kitchen, Francine Cabral Roy, Okhee Lee, Walter G. Secada |
pp. 52-80 |
| Transforming Mathematical Discourse: A Daunting Task for South Africa’s Townships |
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Roland G. Pourdavood, Nicole Carignan, Lonnie C. King |
pp. 81-105 |
