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  3. Vol. 8 No. 2 (2015)

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
    • PDF

COMMENTARY

  • From Implicit to Explicit: Articulating Equitable Learning Trajectories Based Instruction

    Marrielle Myers, Paola Sztajn, P. Holt Wilson, Cynthia Edgington
    • PDF

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
    • PDF

FIELD DISRUPTIONS AND CONNECTIONS

  • Praxis as Dialogue: Teacher and Administrator

    John Bragelman
    • PDF
  • Practices and Benefits of Reading in the Mathematics Curriculum

    Matthew G. Caputo
    • PDF

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
    • PDF
  • Black Male Students and The Algebra Project: Mathematics Identity as Participation

    Melva R. Grant, Helen Crompton, Deana J. Ford
    • PDF

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
    • PDF

REVIEWER ACKNOWLEDGMENT

  • January 2014--December 2015

    JUME Reviewers
    • PDF

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