Journal of Urban Mathematics Education

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


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Vol 8, No 2 (2015)

Table of Contents

EDITORIAL

The Journal Handbook of Research on Urban Mathematics Teaching and Learning: A Resource Guide for the Every Student Succeeds Act of 2015
David W. Stinson
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COMMENTARY

From Implicit to Explicit: Articulating Equitable Learning Trajectories Based Instruction
Marrielle Myers, Paola Sztajn, P. Holt Wilson, Cynthia Edgington
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RESPONSE COMMENTARY

A Call for Mathematics Education Colleagues and Stakeholders to Collaboratively Engage with NCTM: In Response to Martin’s Commentary
Diane J. Briars, Matt Larson, Marilyn E. Strutchens, David Barnes
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PUBLIC STORIES OF MATHEMATICS EDUCATORS

Praxis as Dialogue: Teacher and Administrator
John Bragelman
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Practices and Benefits of Reading in the Mathematics Curriculum
Matthew G. Caputo
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RESEARCH ARTICLES

Ksenija Simic-Muller, Anthony Fernandes, Mathew D. Felton-Koestler
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Melva R. Grant, Helen Crompton, Deana J. Ford
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BOOK REVIEW

Self-Empowering Urban Students and Teachers: A Book Review of Math is a Verb: Activities and Lessons from Cultures Around the World
Jessica Hopson Burbach
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REVIEWER ACKNOWLEDGMENT

January 2014 - December 2015
JUME Reviewers
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