Vol. 10 No. 2 (2017)

DOI: https://doi.org/10.21423/jume-v10i2
Published: 2017-12-29

EDITORIAL

  • Beyond White Privilege: Toward White Supremacy and Settler Colonialism in Mathematics Education

    David W. Stinson
    DOI: https://doi.org/10.21423/jume-v10i2a348

COMMENTARY

  • Why Mathematics (Education) was Late to the Backlash Party: The Need for a Revolution

    Rochelle Gutiérrez
    DOI: https://doi.org/10.21423/jume-v10i2a347

  • Calling for Research Collaborations and the Use of Dis/ability Studies in Mathematics Education

    Paulo Tan, Signe Kastberg
    DOI: https://doi.org/10.21423/jume-v10i2a321

  • Separate and Unequal: Students with HIV/AIDS and Mathematics Education

    Megan Nickels
    DOI: https://doi.org/10.21423/jume-v10i2a319

FIELD DISRUPTIONS AND FIELD CONNECTIONS

  • "Its Influence Taints All": Urban Mathematics Teachers Resisting Performativity through Engagement with the Past

    Hilary Povey, Gill Adams
    DOI: https://doi.org/10.21423/jume-v10i2a311

RESEARCH ARTICLES

  • Equity-Directed Instructional Practices: Beyond the Dominant Perspective

    Laurie H. Rubel
    DOI: https://doi.org/10.21423/jume-v10i2a324

  • Math is More Than Numbers: Examining Beginning Bilingual Teachers' Mathematics Teaching Practices and Their Opportunities to Learn

    Cathery Yeh
    DOI: https://doi.org/10.21423/jume-v10i2a328

REVIEWER ACKNOWLEDGMENT

  • January 2016--December 2017

    JUME Reviewers
    DOI: https://doi.org/10.21423/jume-v10i2a350