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
SPECIAL ISSUE coming Spring/Summer 2012
The forthcoming Spring/Summer 2012 Issue of JUME (Vol. 5, No. 1) will be a SPECIAL ISSUE, co-guest edited by Erika Bullock, Nathan Alexander, and Maisie Gholson. The special issue will include proceedings papers presented by invited speakers at the National Science Foundation funded Benjamin Banneker Association mini-conference series – Philadelphia June 2010 and Atlanta November 2011.
JUME will return to its normal format with the Fall/Winter 2012 Issue Vol. 5, No. 2.
Vol 4, No 2 (2011)
Table of Contents
EDITORIAL
| Both the Journal and Handbook of Research on Urban Mathematics Teaching and Learning |
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David W. Stinson |
pp. 1–6 |
COMMENTARY
| Positive Possibilities of Rethinking (Urban) Mathematics Education within a Postmodern Frame |
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Margaret Walshaw |
pp. 7–14 |
PUBLIC STORIES OF MATHEMATICS EDUCATORS
| The Pen Pal Partnership Project: Connecting Theory to Practice |
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Virginia Keen, Amber Rose |
pp. 15–25 |
RESEARCH ARTICLES
| (In)equitable Schooling and Mathematics of Marginalized Students: Through the Voices of Urban Latinas/os |
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Maura Varley Gutierrez, Craig Willey, Lena Licon Khisty |
pp. 26–43 |
| K–2 Teachers’ Attempts to Connect Out-of-School Experiences to In-School Mathematics Learning |
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Allison W. McCulloch, Patricia L. Marshall |
pp. 44–66 |
| Evolution of (Urban) Mathematics Teachers' Identity |
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Mary Q. Foote, Beverly S. Smith, Laura M. Gellert |
pp. 67–95 |
| When Am I Going to Learn to Be a Mathematics Teacher? A Case Study of a Novice New York City Teaching Fellow |
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Michael Meagher, Andrew Brantlinger |
pp. 96–130 |
BOOK REVIEW
| Latinos/as' Mathematical Experiences: A Review of Latinos/as and Mathematics Education |
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Cecilia Henríquez Fernández |
pp. 131–139 |
REVIEWER ACKNOWLEDGMENT
| Reviewer Acknowledgment |
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January 2010 – December 2012 |
pp. 140–141 |
Illuminating Urban Excellence
