Table of Contents
EDITORIAL
| Mathematics Educators and the “Math Wars”: Who Controls the Discourse? | |
| David W. Stinson | 1–5 |
COMMENTARY
| Neoliberal Urbanism, Race, and Equity in Mathematics Education | |
| Pauline Lipman | 6–17 |
| Er’body Talkin’ ‘bout Social Justice Ain’t Goin’ There | |
| Jacqueline Leonard | 18–27 |
PUBLIC STORIES OF MATHEMATICS EDUCATORS
| Developing a Socio-Cultural Pragmatic Mathematics Methods Course | |
| Dante A. Tawfeeq, Paul W. Yu | 28–43 |
| Critical Transformation of Mathematics Educators | |
| Maggie Lee McHugh, Jennifer Kosiak | 44–52 |
| I Am From... | |
| Tamika N. Ball | 53–54 |
RESEARCH ARTICLES
| Success Made Probable: Creating Equitable Mathematical Experiences Through Project-Based Learning | Abstract PDF |
| Dionne I. Cross, Rick A. Hudson, Olufunke Adefope, Mi Yeon Lee, Lauren Rapacki, Arnulfo Perez, | 55–86 |
| “Estoy acostumbrada hablar Inglés”: Latin@ Pre-service Teachers’ Struggles to Use Spanish in a Bilingual Afterschool Mathematics Program | Abstract PDF |
| Eugenia Vomvoridi-Ivanović | 87–111 |
| Regarding the Mathematics Education of English Learners: Clustering the Conceptions of Preservice Teachers | Abstract PDF |
| Laura McLeman, Anthony Fernandes, Michelle McNulty | 112–132 |
| Mathematics as (Multi)cultural Practice: Irish Lessons From the Polish Weekend School | Abstract PDF |
| Stephen O'Brien, Fiachra Long | 133–156 |
| Reflecting Heritage Cultures in Mathematics Learning: The Views of Teachers and Students | Abstract PDF |
| Robin Averill | 157–181 |
BOOK REVIEW
| Reclaiming the Right to the City: A Book Review of The New Political Economy of Urban Education: Neoliberalism, Race, and the Right to the City | |
| Morgin Jones Williams, Elijah Porter | 182–187 |