Vol. 5 No. 2 (2012)

DOI: https://doi.org/10.21423/jume-v5i2
Published: 2012-12-21

EDITORIAL

  • Mathematics Educators and the “Math Wars”: Who Controls the Discourse?

    David W. Stinson
    1–5
    DOI: https://doi.org/10.21423/jume-v5i2a190

COMMENTARY

  • Neoliberal Urbanism, Race, and Equity in Mathematics Education

    Pauline Lipman
    6–17
    DOI: https://doi.org/10.21423/jume-v5i2a191

  • Er’body Talkin’ ‘bout Social Justice Ain’t Goin’ There

    Jacqueline Leonard
    18–27
    DOI: https://doi.org/10.21423/jume-v5i2a192

FIELD DISRUPTIONS AND FIELD CONNECTIONS

  • Developing a Socio-Cultural Pragmatic Mathematics Methods Course

    Dante A. Tawfeeq, Paul W. Yu
    28–43
    DOI: https://doi.org/10.21423/jume-v5i2a105

  • Critical Transformation of Mathematics Educators

    Maggie Lee McHugh, Jennifer Kosiak
    44–52
    DOI: https://doi.org/10.21423/jume-v5i2a154

  • I Am From...

    Tamika N. Ball
    53–54
    DOI: https://doi.org/10.21423/jume-v5i2a175

RESEARCH ARTICLES

  • Success Made Probable: Creating Equitable Mathematical Experiences Through Project-Based Learning

    Dionne I. Cross, Rick A. Hudson, Olufunke Adefope, Mi Yeon Lee, Lauren Rapacki, Arnulfo Perez
    55–86
    DOI: https://doi.org/10.21423/jume-v5i2a129

  • “Estoy acostumbrada hablar Inglés”: Latin@ Pre-service Teachers’ Struggles to Use Spanish in a Bilingual Afterschool Mathematics Program

    Eugenia Vomvoridi-Ivanović
    87–111
    DOI: https://doi.org/10.21423/jume-v5i2a172

  • Regarding the Mathematics Education of English Learners: Clustering the Conceptions of Preservice Teachers

    Laura McLeman, Anthony Fernandes, Michelle McNulty
    112–132
    DOI: https://doi.org/10.21423/jume-v5i2a170

  • Mathematics as (Multi)cultural Practice: Irish Lessons From the Polish Weekend School

    Stephen O'Brien, Fiachra Long
    133–156
    DOI: https://doi.org/10.21423/jume-v5i2a147

  • Reflecting Heritage Cultures in Mathematics Learning: The Views of Teachers and Students

    Robin Averill
    157–181
    DOI: https://doi.org/10.21423/jume-v5i2a166

CRITICAL READS