Vol. 8 No. 2 (2015)

DOI: https://doi.org/10.21423/jume-v8i2

Published: 2015-12-30

EDITORIAL

The Journal Handbook of Research on Urban Mathematics Teaching and Learning: A Resource Guide for the Every Student Succeeds Act of 2015

David W. Stinson
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COMMENTARY

From Implicit to Explicit: Articulating Equitable Learning Trajectories Based Instruction

Marrielle Myers, Paola Sztajn, P. Holt Wilson, Cynthia Edgington
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RESPONSE COMMENTARY

A Call for Mathematics Education Colleagues and Stakeholders to Collaboratively Engage with NCTM: In Response to Martin's Commentary

Diane J. Briars, Matt Larson, Marilyn E. Strutchens, David Barnes
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FIELD DISRUPTIONS AND FIELD CONNECTIONS

Praxis as Dialogue: Teacher and Administrator

John Bragelman
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Practices and Benefits of Reading in the Mathematics Curriculum

Matthew G. Caputo
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RESEARCH ARTICLES

"I Just Wouldn't Want to Get as Deep Into It": Preservice Teachers' Beliefs about the Role of Controversial Topics in Mathematics Education

Ksenija Simic-Muller, Anthony Fernandes, Mathew D. Felton-Koestler
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Black Male Students and The Algebra Project: Mathematics Identity as Participation

Melva R. Grant, Helen Crompton, Deana J. Ford
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CRITICAL READS

Self-Empowering Urban Students and Teachers: A Book Review of Math is a Verb: Activities and Lessons from Cultures Around the World

Jessica Hopson Burbach
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REVIEWER ACKNOWLEDGMENT

January 2014--December 2015

JUME Reviewers
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