Revisiting Urban Mathematics Education
Towards Robust Theoretical, Conceptual, and Analytical Methods
There are unique, enduring challenges related to mathematics instruction in urban schools, and the most common concerns are related to issues of equitable access to mathematics learning opportunities. In this editorial, we argue that the complexity of teaching mathematics in urban schools requires the attention of mathematics scholars with unique training, expertise, and experiences. Developing mathematics instruction for urban spaces often involves refined research techniques, multi-disciplinary perspectives, and collaboration between diverse stakeholders. Specificity is the key to addressing these challenges. However, to date, the Journal of Urban Mathematics Education (JUME)—out of 69 mathematics education-focused journals (Nivens & Otten, 2017)—is the only journal venue devoted to mathematics teaching and learning in urban environments. Although other mathematics education journals and conferences accept scholarship related to urban schools, due to the vast nature of mathematics education research and limitations in journal space, the nuances of specific issues in urban mathematics education (e.g., preparing mathematics teachers well for high-needs urban schools) are underexamined and poorly understood.
Association of Mathematics Teacher Educators. (2015). Equity in mathematics teacher education: A position paper of the Association of Mathematics Teacher Educators. https://amte.net/sites/default/files/amte_equitypositionstatement_sept2015.pdf
Berry, R. Q., III (2021). 2021 Founders Lecture: Examining mathematics education reforms’ im-pact on historically excluded learners. Investigations in Mathematics Learning, 13(3), 153–166. https://doi.org/10.1080/19477503.2021.1938870
Capraro, R. M., Young, J. R., Lewis, C. W., Yetkiner, Z. E., & Woods, M. N. (2009). An ex-amination of mathematics achievement and growth in a Midwestern urban school district: Implications for teachers and administrators. Journal of Urban Mathematics Education, 2(2), 46–65. https://doi.org/10.21423/jume-v2i2a33
Desai, S. R. (2019). Youth participatory action research: The nuts and bolts as well as the roses and thorns. In K. K. Strunk & L. A. Locke (Eds.), Research methods for social justice and equity in education (pp. 125–135). Palgrave Macmillan.
Gutiérrez, R. (2017). Why mathematics (education) was late to the backlash party: The need for a revolution. Journal of Urban Mathematics Education, 10(2), 8–24. https://doi.org/10.21423/jume-v10i2a347
Mackey, J., Cammarota, J., Yoon, J., Martinez, R., Gonzales, J., Gomez, L., Farfan, J., Flores, J., Ortiz, E., Mahamud, S., Goodman, N., Hechavarias, N., Davis, M., Torres, K., Ibra-him, S., & Williams, V. (2021). Counter-storytelling across varying youth contexts and intergenerational work in YPAR settings. The Assembly, 3(1), 71–85.
Martin, D. B., & Larnell, G.V. (2013). Urban mathematics education. In H. R. Milner IV & K. Lomotey (Eds.), Handbook of urban education (pp. 373–393). Routledge.
McKinney, S. E., Chappell, S., Berry, R. Q., & Hickman, B. T. (2009). An examination of the instructional practices of mathematics teachers in urban schools. Preventing School Failure: Alternative Education for Children and Youth, 53(4), 278–284. https://doi.org/10.3200/PSFL.53.4.278-284
National Center for Education Statistics. (2017). NAEP Mathematics Report Card: District achievement-level results. U.S. Department of Education, Institute of Education Sciences. https://www.nationsreportcard.gov/math_2017/districts/achievement?grade=4
National Council of Teachers of Mathematics. (2000). Principles and standards for school math-ematics.
National Council of Teachers of Mathematics. (2014). Access and equity in mathematics educa-tion: A position of the National Council of Teachers of Mathematics. https://www.nctm.org/Standards-and-Positions/Position-Statements/Access-and-Equity-in-Mathematics-Education
National Council of Teachers of Mathematics. (2020). Catalyzing change in early childhood and elementary mathematics: Initiating critical conversations.
Nivens, R. A., & Otten, S. (2017). Assessing journal quality in mathematics education. Journal for Research in Mathematics Education, 48(4), 348–368. https://doi.org/10.5951/jresematheduc.48.4.0348
Raygoza, M. C. (2016). Striving toward transformational resistance: Youth participatory action research in the mathematics classroom. Journal of Urban Mathematics Education, 9(2) 122–152. https://doi.org/10.21423/jume-v9i2a286
Raygoza, M. C. (2019). Quantitative civic literacy. Bank Street Occasional Paper Series, 2019(41), 26–31. https://educate.bankstreet.edu/cgi/viewcontent.cgi?article=1275&context=occasional-paper-series
Roberts, T., Jackson, C., Mohr-Schroeder, M. J., Bush, S. B., Maiorca, C., & Delaney, A. (2019). Exploring applications of school mathematics: Students’ perceptions of informal learning experiences. In S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the Forty-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1515–1520). University of Missouri.
Tate, W. (2008). Putting the “urban” in mathematics education scholarship. Journal of Urban Mathematics Education, 1(1), 5−9. https://doi.org/10.21423/jume-v1i1a19
Tate, W., Jones, B., Thorne-Wallington, E., & Hogrebe, M. (2012). Science and the city: Think-ing geospatially about opportunity to learn. Urban Education, 47(2), 399−433. https://doi.org/10.1177/0042085911429974
Varelas, M., Martin, D. B., & Kane, J. M. (2012). Content learning and identity construction: A framework to strengthen African American students’ mathematics and science learning in urban elementary schools. Human Development, 55(5–6), 319–339.
Copyright (c) 2022 Jamaal Young, Mary Candace Raygoza, Tia Madkins, Brian Lawler, Thomas Roberts
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The copyright for articles in JUME is held by the individual. By virtue of their appearance in this open access journal, articles are free to use with proper attribution in educational and other non-commercial settings.