Vol. 4 No. 2 (2011)

DOI: https://doi.org/10.21423/jume-v4i2

Published: 2011-12-15

EDITORIAL

Both the Journal and Handbook of Research on Urban Mathematics Teaching and Learning

David W. Stinson

pp. 1–6
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COMMENTARY

Positive Possibilities of Rethinking (Urban) Mathematics Education within a Postmodern Frame

Margaret Walshaw

pp. 7–14
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FIELD DISRUPTIONS AND FIELD CONNECTIONS

The Pen Pal Partnership Project: Connecting Theory to Practice

Virginia Keen, Amber Rose

pp. 15–25
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RESEARCH ARTICLES

(In)equitable Schooling and Mathematics of Marginalized Students: Through the Voices of Urban Latinas/os

Maura Varley Gutierrez, Craig Willey, Lena Licon Khisty

pp. 26–43
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K–2 Teachers’ Attempts to Connect Out-of-School Experiences to In-School Mathematics Learning

Allison W. McCulloch, Patricia L. Marshall

pp. 44–66
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Evolution of (Urban) Mathematics Teachers' Identity

Mary Q. Foote, Beverly S. Smith, Laura M. Gellert

pp. 67–95
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When Am I Going to Learn to Be a Mathematics Teacher? A Case Study of a Novice New York City Teaching Fellow

Michael Meagher, Andrew Brantlinger

pp. 96–130
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CRITICAL READS

Latinos/as' Mathematical Experiences: A Review of Latinos/as and Mathematics Education

Cecilia Henríquez Fernández

pp. 131–139
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REVIEWER ACKNOWLEDGMENT

January 2010--December 2011

JUME Reviewers

pp. 140–141
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