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Vol. 8 No. 2 (2015)
Vol. 8 No. 2 (2015)
DOI:
https://doi.org/10.21423/jume-v8i2
Published:
2015-12-30
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
PDF
COMMENTARY
From Implicit to Explicit: Articulating Equitable Learning Trajectories Based Instruction
Marrielle Myers, Paola Sztajn, P. Holt Wilson, Cynthia Edgington
PDF
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
PDF
FIELD DISRUPTIONS AND FIELD CONNECTIONS
Praxis as Dialogue: Teacher and Administrator
John Bragelman
PDF
Practices and Benefits of Reading in the Mathematics Curriculum
Matthew G. Caputo
PDF
RESEARCH ARTICLES
"I Just Wouldn't Want to Get as Deep Into It": Preservice Teachers' Beliefs about the Role of Controversial Topics in Mathematics Education
Ksenija Simic-Muller, Anthony Fernandes, Mathew D. Felton-Koestler
PDF
Black Male Students and The Algebra Project: Mathematics Identity as Participation
Melva R. Grant, Helen Crompton, Deana J. Ford
PDF
CRITICAL READS
"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
PDF
REVIEWER ACKNOWLEDGMENT
January 2014--December 2015
JUME Reviewers
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