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Vol. 15 No. 1 (2022): May 2022 Issue
Vol. 15 No. 1 (2022): May 2022 Issue
DOI:
https://doi.org/10.21423/jume-v15i1
Published:
2022-05-27
EDITORIAL
Reflecting Back to Forge the Path Forward
Robert M. Capraro, Mary Margaret Capraro, Chance Lewis, Melva Grant, Marlon James, Eduardo Mosqueda, Jamaal Young, Jemimah Young, Ali Bicer, Tarcia Hubert, Alesia Mickle Moldavan, Susan Ophelia Cannon, Michael S. Rugh, Miriam Sanders; Jonas Chang
1–8
PDF
FIELD DISRUPTIONS AND FIELD CONNECTIONS
Disrupting Research, Theory, and Pedagogy With Critical Race Theory in Mathematics Education for Black Populations
Julius Davis
9–30
PDF
RESEARCH ARTICLES
Mathematic Lesson Design for English Learners Versus Non-English Learners From Perspectives of Equity and Intersection
Seonhee Cho
31–53
PDF
Empowering Black Mathematics Students Through a Framework of Communalism and Collective Black Identity
Nickolaus Ortiz, Terrell Morton
54–77
PDF
The Marginalization of 11th-Grade Urban African Students in Proof-Related Pedagogy
An Emancipatory Perspective
Benjamin Shongwe
78–112
PDF
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