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Vol. 2 No. 1 (2009)
Vol. 2 No. 1 (2009)
DOI:
https://doi.org/10.21423/jume-v2i1
Published:
2009-07-26
EDITORIAL
Identity Crisis: The Public Stories of Mathematics Educators
Lou Edward Matthews
pp. 1–4
PDF
DOI:
https://doi.org/10.21423/jume-v2i1a41
RESEARCH ARTICLES
A Metropolitan Perspective on Mathematics Education: Lessons Learned from a “Rural” School District
Celia Rousseau Anderson, Angiline Powell
pp. 5–21
PDF
DOI:
https://doi.org/10.21423/jume-v2i1a34
Teaching Mathematics for Social Justice: Reflections on a Community of Practice for Urban High School Mathematics Teachers
Lidia Gonzalez
pp. 22–51
PDF
DOI:
https://doi.org/10.21423/jume-v2i1a32
Comparing Teachers’ Conceptions of Mathematics Education and Student Diversity at Highly Effective and Typical Elementary Schools
Richard S. Kitchen, Francine Cabral Roy, Okhee Lee, Walter G. Secada
pp. 52–80
PDF
DOI:
https://doi.org/10.21423/jume-v2i1a24
Transforming Mathematical Discourse: A Daunting Task for South Africa’s Townships
Roland G. Pourdavood, Nicole Carignan, Lonnie C. King
pp. 81–105
PDF
DOI:
https://doi.org/10.21423/jume-v2i1a18
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