Vol. 3 No. 1 (2010)

DOI: https://doi.org/10.21423/jume-v3i1

Published: 2010-07-09

EDITORIAL

The Sixth International Mathematics Education and Society Conference: Finding Freedom in a Mathematics Education Ghetto

David W. Stinson

pp. 1–8
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DOI: https://doi.org/10.21423/jume-v3i1a91

COMMENTARY

The Common Core State Standards Initiative: A Critical Response

Eric (Rico) Gutstein

pp. 9–18
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DOI: https://doi.org/10.21423/jume-v3i1a88

FIELD DISRUPTIONS AND FIELD CONNECTIONS

New Curriculum: Frustration or Realization?

Jacqueline A. Hennings

pp. 19–26
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DOI: https://doi.org/10.21423/jume-v3i1a90

RESEARCH ARTICLES

The Mathematics Learning Discourse Project: Fostering Higher Order Thinking and Academic Language in Urban Mathematics Classrooms

Megan E. Staples, Mary P. Truxaw

pp. 27–56
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DOI: https://doi.org/10.21423/jume-v3i1a74
Compounding Inequalities: English Proficiency and Tracking and Their Relation to Mathematics Performance Among Latina/o Secondary School Youth

Eduardo Mosqueda

pp. 57–81
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DOI: https://doi.org/10.21423/jume-v3i1a47
Collaborative Evaluative Inquiry: A Model for Improving Mathematics Instruction in Urban Elementary Schools

Iman C. Chahine, Lesa M. Covington Clarkson

pp. 82–97
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DOI: https://doi.org/10.21423/jume-v3i1a44

CRITICAL READS

The Nuts and Bolts: A Review of "Culturally Specific Pedagogy in the Mathematics Classroom: Strategies for Teachers and Students"

Shonda Lemons-Smith

pp. 98–103
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DOI: https://doi.org/10.21423/jume-v3i1a87