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
New Section
Lou Matthews, in his editorial in JUME, 2(1), argued that one of the greatest challenges for mathematics educators has been in defining a people-centric mathematics education, claiming that to do so would require that we begin to tell our stories in the face of perplexing times in urban education. The PUBLIC STORIES OF MATHEMATICS EDUCATORS section is a newly created section to provide an intellectual space for K–16 urban mathematics teachers and teacher educators to tell their stories as they reflect on and transform their pedagogical philosophies and practices and, in turn, the opportunities to learn for the students they serve. (For details regarding manuscript submissions for this section please see Section Polices, which is found under "About.")
Vol 2, No 2 (2009)
Table of Contents
EDITORIAL
| Mathematics Teacher Educators as Cultural Workers: A Dare to Those Who Dare to Teach (Urban?) Teachers |
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David W. Stinson |
pp. 1–5 |
PUBLIC STORIES OF MATHEMATICS EDUCATORS
| My Intimacy with Pedagogy of the Oppressed |
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Candace L. Williams |
pp. 6–11 |
| How Did I Get This Way? How Bad Is the Damage? and How Do I Fix It? |
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Ira David Dawson |
pp. 12–17 |
RESEARCH ARTICLES
| Social Identities and Opportunities to Learn: Student Perspectives on Group Work in an Urban Mathematics Classroom |
Abstract
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Indigo Esmonde, Kanjana Brodie, Lesley Dookie, Miwa Takeuchi |
pp. 18–45 |
| An Examination of Mathematics Achievement and Growth in a Midwestern Urban School District: Implications for Teachers and Administrators |
Abstract
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Robert M. Capraro, Jamaal Rashad Young, Chance W. Lewis, Zeyner Ebrar Yetkiner, Melanie N. Woods |
pp. 46–65 |
BOOK REVIEW
| Mathematics, an Empowering Tool of Liberation?: A Review of Mathematics Teaching, Learning, and Liberation in the Lives of Black Children |
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Christopher C. Jett |
pp. 66–71 |
REVIEWER ACKNOWLEDGMENT
| JUME Reviewers |
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January 2008 – December 2009 |
pp. 72–73 |
Illuminating Urban Excellence
