Vol. 9 No. 2 (2016)

DOI: https://doi.org/10.21423/jume-v9i2
Published: 2016-12-29

EDITORIAL

  • Absence of Diversity in Collegiate Upper-Level Mathematics Classrooms: Perpetuating the "White Male Math Myth"

    David W. Stinson
    DOI: https://doi.org/10.21423/jume-v9i2a316

COMMENTARY

  • The Importance of Communities for Mathematics Learning and Socialization

    Erica N. Walker
    DOI: https://doi.org/10.21423/jume-v9i2a315

RESPONSE COMMENTARY

  • To Rectify the Moral Turpitude of Mathematics Education

    Brian R. Lawler
    DOI: https://doi.org/10.21423/jume-v9i2a306

FIELD DISRUPTIONS AND FIELD CONNECTIONS

  • Reflecting on the Dialogue Regarding the Mathematics Education of English Learners

    Zandra de Araujo, Erin Smith, Matthew Sakow
    DOI: https://doi.org/10.21423/jume-v9i2a309

RESEARCH ARTICLES

  • A Framework for Understanding Whiteness in Mathematics Education

    Dan Battey, Luis A. Leyva
    DOI: https://doi.org/10.21423/jume-v9i2a294

  • An Intersectional Analysis of Latin@ College Women's Counter-stories in Mathematics

    Luis A. Leyva
    DOI: https://doi.org/10.21423/jume-v9i2a295

  • Striving Toward Transformational Resistance: Youth Participatory Action Research in the Mathematics Classroom

    Mary Candace Raygoza
    DOI: https://doi.org/10.21423/jume-v9i2a286

  • Negotiating Perceptions of Tracked Students: Novice Teachers Facilitating High-Quality Mathematics Instruction

    Emily Joy Yanisko
    DOI: https://doi.org/10.21423/jume-v9i2a262

CRITICAL READS