Vol. 4 No. 1 (2011)

DOI: https://doi.org/10.21423/jume-v4i1
Published: 2011-07-08

EDITORIAL

  • Race in Mathematics Education: Are We a Community of Cowards?

    David W. Stinson
    pp. 1–6
    DOI: https://doi.org/10.21423/jume-v4i1a139

COMMENTARY

  • Changing Students’ Lives Through the De-tracking of Urban Mathematics Classrooms

    Jo Boaler
    pp. 7–14
    DOI: https://doi.org/10.21423/jume-v4i1a138

FIELD DISRUPTIONS AND FIELD CONNECTIONS

  • Changing the Balance in an Unjust World: Learning to Teach Mathematics for Social Justice

    Joan Kwako
    pp. 15–22
    DOI: https://doi.org/10.21423/jume-v4i1a113

RESEARCH ARTICLES

  • Mathematical Counterstory and African American Male Students: Urban Mathematics Education From a Critical Race Theory Perspective

    Clarence L. Terry, Sr.
    pp. 23–49
    DOI: https://doi.org/10.21423/jume-v4i1a98

  • Caring, Race, Culture, and Power: A Research Synthesis Toward Supporting Mathematics Teachers in Caring With Awareness

    Tonya Bartell
    pp. 50–74
    DOI: https://doi.org/10.21423/jume-v4i1a128

  • Preservice Teachers’ Changing Conceptions About Teaching Mathematics in Urban Elementary Classrooms

    Mindy Kalchman
    pp. 75–97
    DOI: https://doi.org/10.21423/jume-v4i1a97

  • Forging Mathematical Relationships in Inquiry-Based Classrooms With Pasifika Students

    Roberta Hunter, Glenda Anthony
    pp. 98–119
    DOI: https://doi.org/10.21423/jume-v4i1a100

CRITICAL READS