Vol. 6 No. 2 (2013)

DOI: https://doi.org/10.21423/jume-v6i2
Published: 2013-12-30

EDITORIAL

  • On Being a Hardliner on Issues of Race and Culture in Mathematics Education Research

    David W. Stinson
    DOI: https://doi.org/10.21423/jume-v6i2a222

COMMENTARY

  • Why (Urban) Mathematics Teachers Need Political Knowledge

    Rochelle Gutiérrez
    DOI: https://doi.org/10.21423/jume-v6i2a223

RESEARCH ARTICLES

  • High-Achieving Black Students, Biculturalism, and Out-of-School STEM Learning Experiences: Exploring Some Unintended Consequences

    Ebony O. McGee
    DOI: https://doi.org/10.21423/jume-v6i2a178

  • K--8 Teachers' Concerns about Teaching Latino/a Students

    Cynthia Oropesa Anhalt, María Elena Rodríguez Pérez
    DOI: https://doi.org/10.21423/jume-v6i2a158

  • Ethnomodeling as a Research Theoretical Framework on Ethnomathematics and Mathematical Modeling

    Milton Rosa, Daniel Clark Orey
    DOI: https://doi.org/10.21423/jume-v6i2a195

CRITICAL READS

REVIEWER ACKNOWLEDGMENT

  • January 2012--December 2013

    JUME Reviewers
    DOI: https://doi.org/10.21423/jume-v6i2a225