Vol. 4 No. 2 (2011)

DOI: https://doi.org/10.21423/jume-v4i2
Published: 2011-12-15

EDITORIAL

  • Both the Journal and Handbook of Research on Urban Mathematics Teaching and Learning

    David W. Stinson
    pp. 1–6
    DOI: https://doi.org/10.21423/jume-v4i2a156

COMMENTARY

  • Positive Possibilities of Rethinking (Urban) Mathematics Education within a Postmodern Frame

    Margaret Walshaw
    pp. 7–14
    DOI: https://doi.org/10.21423/jume-v4i2a141

FIELD DISRUPTIONS AND FIELD CONNECTIONS

  • The Pen Pal Partnership Project: Connecting Theory to Practice

    Virginia Keen, Amber Rose
    pp. 15–25
    DOI: https://doi.org/10.21423/jume-v4i2a121

RESEARCH ARTICLES

  • (In)equitable Schooling and Mathematics of Marginalized Students: Through the Voices of Urban Latinas/os

    Maura Varley Gutierrez, Craig Willey, Lena Licon Khisty
    pp. 26–43
    DOI: https://doi.org/10.21423/jume-v4i2a112

  • K–2 Teachers’ Attempts to Connect Out-of-School Experiences to In-School Mathematics Learning

    Allison W. McCulloch, Patricia L. Marshall
    pp. 44–66
    DOI: https://doi.org/10.21423/jume-v4i2a94

  • Evolution of (Urban) Mathematics Teachers' Identity

    Mary Q. Foote, Beverly S. Smith, Laura M. Gellert
    pp. 67–95
    DOI: https://doi.org/10.21423/jume-v4i2a109

  • When Am I Going to Learn to Be a Mathematics Teacher? A Case Study of a Novice New York City Teaching Fellow

    Michael Meagher, Andrew Brantlinger
    pp. 96–130
    DOI: https://doi.org/10.21423/jume-v4i2a120

CRITICAL READS

  • Latinos/as' Mathematical Experiences: A Review of "Latinos/as and Mathematics Education"

    Cecilia Henríquez Fernández
    pp. 131–139
    DOI: https://doi.org/10.21423/jume-v4i2a151

REVIEWER ACKNOWLEDGMENT

  • January 2010--December 2011

    JUME Reviewers
    pp. 140–141
    DOI: https://doi.org/10.21423/jume-v4i2a157