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Vol. 4 No. 2 (2011)
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
PDF
COMMENTARY
Positive Possibilities of Rethinking (Urban) Mathematics Education within a Postmodern Frame
Margaret Walshaw
pp. 7–14
PDF
FIELD DISRUPTIONS AND FIELD CONNECTIONS
The Pen Pal Partnership Project: Connecting Theory to Practice
Virginia Keen, Amber Rose
pp. 15–25
PDF
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
PDF
K–2 Teachers’ Attempts to Connect Out-of-School Experiences to In-School Mathematics Learning
Allison W. McCulloch, Patricia L. Marshall
pp. 44–66
PDF
Evolution of (Urban) Mathematics Teachers' Identity
Mary Q. Foote, Beverly S. Smith, Laura M. Gellert
pp. 67–95
PDF
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
PDF
CRITICAL READS
Latinos/as' Mathematical Experiences: A Review of "Latinos/as and Mathematics Education"
Cecilia Henríquez Fernández
pp. 131–139
PDF
REVIEWER ACKNOWLEDGMENT
January 2010--December 2011
JUME Reviewers
pp. 140–141
PDF
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