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Vol. 2 No. 2 (2009)
Vol. 2 No. 2 (2009)
DOI:
https://doi.org/10.21423/jume-v2i2
Published:
2009-12-18
EDITORIAL
Mathematics Teacher Educators as Cultural Workers: A Dare to Those Who Dare to Teach (Urban?) Teachers
David W. Stinson
pp. 1–5
PDF
FIELD DISRUPTIONS AND FIELD CONNECTIONS
My Intimacy with "Pedagogy of the Oppressed"
Candace L. Williams
pp. 6–11
PDF
How Did I Get This Way? How Bad Is the Damage? and How Do I Fix It?
Ira David Dawson
pp. 12–17
PDF
RESEARCH ARTICLES
Social Identities and Opportunities to Learn: Student Perspectives on Group Work in an Urban Mathematics Classroom
Indigo Esmonde, Kanjana Brodie, Lesley Dookie, Miwa Takeuchi
pp. 18–45
PDF
An Examination of Mathematics Achievement and Growth in a Midwestern Urban School District: Implications for Teachers and Administrators
Robert M. Capraro, Jamaal Rashad Young, Chance W. Lewis, Zeyner Ebrar Yetkiner, Melanie N. Woods
pp. 46–65
PDF
CRITICAL READS
Mathematics, an Empowering Tool of Liberation?: A Review of "Mathematics Teaching, Learning, and Liberation in the Lives of Black Children"
Christopher C. Jett
pp. 66–71
PDF
REVIEWER ACKNOWLEDGMENT
January 2008--December 2009
JUME Reviewers
pp. 72–73
PDF
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