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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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