Vol. 7 No. 2 (2014)

DOI: https://doi.org/10.21423/jume-v7i2
Published: 2014-12-10

EDITORIAL

  • Teaching Mathematics for Social Justice: An Ethical and Moral Imperative?

    David W. Stinson
    DOI: https://doi.org/10.21423/jume-v7i2a252

  • Public Stories of Mathematics Educators: An Invitation to Tell

    Erika C. Bullock
    DOI: https://doi.org/10.21423/jume-v7i2a253

COMMENTARY

FIELD DISRUPTIONS AND FIELD CONNECTIONS

  • Challenges and Affordances of Learning Mathematics in a Second Language

    Mary P. Truxaw, Eliana D. Rojas
    DOI: https://doi.org/10.21423/jume-v7i2a233

RESEARCH ARTICLES

  • Affinity through Mathematical Activity: Cultivating Democratic Learning Communities

    Tesha Sengupta-Irving
    DOI: https://doi.org/10.21423/jume-v7i2a208

  • Latinas and Problem Solving: What They Say and What They Do

    Paula Guerra, Woong Lim
    DOI: https://doi.org/10.21423/jume-v7i2a198

  • Recruiting Secondary Mathematics Teachers: Characteristics That Add Up for African American Students

    Tamra C. Ragland, Shelley Sheats Harkness
    DOI: https://doi.org/10.21423/jume-v7i2a221

CRITICAL READS

  • Transforming from the Bottom Up: A Book Review of "Mathematics for Equity: A Framework for Successful Practice"

    James Sheldon
    DOI: https://doi.org/10.21423/jume-v7i2a240