Vol. 4 No. 1 (2011)

DOI: https://doi.org/10.21423/jume-v4i1

Published: 2011-07-08

EDITORIAL

Race in Mathematics Education: Are We a Community of Cowards?

David W. Stinson

pp. 1–6
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COMMENTARY

Changing Students’ Lives Through the De-tracking of Urban Mathematics Classrooms

Jo Boaler

pp. 7–14
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FIELD DISRUPTIONS AND FIELD CONNECTIONS

Changing the Balance in an Unjust World: Learning to Teach Mathematics for Social Justice

Joan Kwako

pp. 15–22
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RESEARCH ARTICLES

Mathematical Counterstory and African American Male Students: Urban Mathematics Education From a Critical Race Theory Perspective

Clarence L. Terry, Sr.

pp. 23–49
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Caring, Race, Culture, and Power: A Research Synthesis Toward Supporting Mathematics Teachers in Caring With Awareness

Tonya Bartell

pp. 50–74
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Preservice Teachers’ Changing Conceptions About Teaching Mathematics in Urban Elementary Classrooms

Mindy Kalchman

pp. 75–97
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Forging Mathematical Relationships in Inquiry-Based Classrooms With Pasifika Students

Roberta Hunter, Glenda Anthony

pp. 98–119
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CRITICAL READS

What if Mathematics Could No Longer Be Trusted? A Review of "In Doubt—About Language, Mathematics, Knowledge and Life-Worlds"

Brian R. Lawler

pp. 120–129
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