Vol. 3 No. 2 (2010)

DOI: https://doi.org/10.21423/jume-v3i2
Published: 2010-12-16

EDITORIAL

COMMENTARY

  • Mathematics as Gatekeeper: Power and Privilege in the Production of Knowledge

    Danny Bernard Martin, Maisie L. Gholson, Jacqueline Leonard
    pp. 12–24
    DOI: https://doi.org/10.21423/jume-v3i2a95

RESPONSE COMMENTARY

  • “Both And”—Equity and Mathematics: A Response to Martin, Gholson, and Leonard

    Jere Confrey
    pp. 25–33
    DOI: https://doi.org/10.21423/jume-v3i2a108

  • Engaging Students in Meaningful Mathematics Learning: Different Perspectives, Complementary Goals

    Michael T. Battista
    pp. 34–46
    DOI: https://doi.org/10.21423/jume-v3i2a115

FIELD DISRUPTIONS AND FIELD CONNECTIONS

  • Voices, Echoes, and Narratives: Multidimensional Experiences of Three Teachers Immersed in Ethnomathematical Encounters in Morocco

    Mekyah Q. McQueen, Stanley F. H. Shaheed, Curtis V. Goings, Iman C. Chahine
    pp. 47–56
    DOI: https://doi.org/10.21423/jume-v3i2a110

RESEARCH ARTICLES

  • Learning to Teach Mathematics in Urban High Schools: Untangling the Threads of Interwoven Narratives

    Haiwen Chu, Laurie H. Rubel
    pp. 57–76
    DOI: https://doi.org/10.21423/jume-v3i2a50

  • Exploring the Nexus of African American Students’ Identity and Mathematics Achievement

    Francis M. Nzuki
    pp. 77–115
    DOI: https://doi.org/10.21423/jume-v3i2a45

  • How Do We Learn? African American Elementary Students Learning Reform Mathematics in Urban Classrooms

    Lanette R. Waddell
    pp. 116–154
    DOI: https://doi.org/10.21423/jume-v3i2a62

CRITICAL READS