Vol. 14 No. 1 (2021): May 2021, Special Issue – I, Too, Am America! Teaching Mathematics for Empowerment

This special issue of the Journal of Urban Mathematics Education includes articles that affirm the cultural and American identity of those who experience "othering" in America's K–12 public schools and in society at large.

DOI: https://doi.org/10.21423/jume-v14i1
Published: 2021-05-27

EDITORIAL

  • The End or Beginning? Either Way, the Credits Are Not Rolling Yet!

    Robert M. Capraro, Mary Margaret Capraro, Jacqueline Leonard, Chance Lewis, Melva Grant, Marlon James, Eduardo Mosqueda, Jamaal Young, Ali Bicer, Tarcia Hubert, Alesia Mickle Moldavan, Susan Ophelia Cannon, Hyunkyung Kwon, Michael S. Rugh, Jonas Chang
    1–11
    DOI: https://doi.org/10.21423/jume-v14i1a436

  • I, Too, Am America! Teaching Mathematics for Empowerment

    Imani Goffney, Jacqueline Leonard, Chance Lewis
    12–23
    DOI: https://doi.org/10.21423/jume-v14i1a426

Special Issue: I, Too, Am America! Teaching Mathematics for Empowerment

  • "We Made Math!" Black Parents as a Guide for Supporting Black Children's Mathematical Identities

    Jahneille Cunningham
    24–44
    DOI: https://doi.org/10.21423/jume-v14i1a414

  • Exploring Mathematics of the Sociopolitical Through Culturally Relevant Pedagogy in a College Algebra Course at a Historically Black College/University

    Gregory A. Downing, Whitney N. McCoy
    45–70
    DOI: https://doi.org/10.21423/jume-v14i1a413

  • Radical Love as Praxis Ethnic Studies and Teaching Mathematics for Collective Liberation

    Cathery Yeh, Ricardo Martinez, Sara Rezvi, Shraddha Shirude
    71–95
    DOI: https://doi.org/10.21423/jume-v14i1a418