A Call for Critical Reads of “Trouble” Texts that Inform Urban Mathematics Education

Alesia Mickle Moldavan

doi:10.21423/jume-v13i2a398

Authors

Alesia Mickle Moldavan Fordham University https://orcid.org/0000-0001-7946-9028

DOI:

https://doi.org/10.21423/jume-v13i2a398

Keywords:

agency, equity, mathematics education, urban education

Abstract

Alesia Mickle Moldavan, the section editor of Critical Reads in the Journal of Urban Mathematics Education, encourages interested contributors to submit reviews of critical texts (e.g., books, research articles, short stories, social media posts, poetry, play/film scripts) in order to push conversations in the field that offer an empowering and transformative vision for urban mathematics education. This call urges scholars to engage in critical thinking and creative rethinking of teaching and learning in the urban context to inspire new critical perspectives that interrogate systemic inequities and illuminate urban excellence. Submissions to Critical Reads ought to critique “trouble” texts to improve educational experiences and outcomes in mathematics for historically marginalized students in urban communities.

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