Table of Contents
EDITORIAL
| Both the Journal and Handbook of Research on Urban Mathematics Teaching and Learning | |
| David W. Stinson | pp. 1–6 |
COMMENTARY
| Positive Possibilities of Rethinking (Urban) Mathematics Education within a Postmodern Frame | |
| Margaret Walshaw | pp. 7–14 |
PUBLIC STORIES OF MATHEMATICS EDUCATORS
| The Pen Pal Partnership Project: Connecting Theory to Practice | |
| Virginia Keen, Amber Rose | pp. 15–25 |
RESEARCH ARTICLES
| (In)equitable Schooling and Mathematics of Marginalized Students: Through the Voices of Urban Latinas/os | Abstract PDF |
| 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 | Abstract PDF |
| Allison W. McCulloch, Patricia L. Marshall | pp. 44–66 |
| Evolution of (Urban) Mathematics Teachers' Identity | Abstract PDF |
| 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 | Abstract PDF |
| Michael Meagher, Andrew Brantlinger | pp. 96–130 |
BOOK REVIEW
| Latinos/as' Mathematical Experiences: A Review of Latinos/as and Mathematics Education | |
| Cecilia Henríquez Fernández | pp. 131–139 |
REVIEWER ACKNOWLEDGMENT
| Reviewer Acknowledgment | |
| January 2010 – December 2012 | pp. 140–141 |