Vol. 2 No. 2 (2009)

DOI: https://doi.org/10.21423/jume-v2i2
Published: 2009-12-18

EDITORIAL

  • Mathematics Teacher Educators as Cultural Workers: A Dare to Those Who Dare to Teach (Urban?) Teachers

    David W. Stinson
    pp. 1–5
    DOI: https://doi.org/10.21423/jume-v2i2a54

FIELD DISRUPTIONS AND FIELD CONNECTIONS

  • My Intimacy with "Pedagogy of the Oppressed"

    Candace L. Williams
    pp. 6–11
    DOI: https://doi.org/10.21423/jume-v2i2a53

  • How Did I Get This Way? How Bad Is the Damage? and How Do I Fix It?

    Ira David Dawson
    pp. 12–17
    DOI: https://doi.org/10.21423/jume-v2i2a52

RESEARCH ARTICLES

  • Social Identities and Opportunities to Learn: Student Perspectives on Group Work in an Urban Mathematics Classroom

    Indigo Esmonde, Kanjana Brodie, Lesley Dookie, Miwa Takeuchi
    pp. 18–45
    DOI: https://doi.org/10.21423/jume-v2i2a46

  • An Examination of Mathematics Achievement and Growth in a Midwestern Urban School District: Implications for Teachers and Administrators

    Robert M. Capraro, Jamaal Rashad Young, Chance W. Lewis, Zeyner Ebrar Yetkiner, Melanie N. Woods
    pp. 46–65
    DOI: https://doi.org/10.21423/jume-v2i2a33

CRITICAL READS

REVIEWER ACKNOWLEDGMENT

  • January 2008--December 2009

    JUME Reviewers
    pp. 72–73
    DOI: https://doi.org/10.21423/jume-v2i2a55