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  • Sorting Out Equity: The Q-Sort Method in Mathematics Education Research

    Liza Bondurant; Jamaal Rashad Young
    84-103
    2024-08-28
    DOI: https://doi.org/10.21423/jume-v17i1a651

  • District Certified Culturally Responsive Elementary Teachers and Their Mathematics Teaching Practices

    Casedy Thomas
    10-47
    2024-08-28
    DOI: https://doi.org/10.21423/jume-v17i1a480

  • An Anti-deficit Counter-story of a Black Girl’s Forms of Resilience in a Standards-based Mathematics Classroom

    Brittney Ellis, Elizabeth Wrightsman
    48-83
    2024-08-28
    DOI: https://doi.org/10.21423/jume-v17i1a514

  • A Closer Look at Access and Equity in Urban Mathematics Education: Revisiting the Recievement Gap

    Jamaal Young, Jemimah Young
    1-9
    2024-08-28
    DOI: https://doi.org/10.21423/jume-v17i1a684

  • The Role of Technology in Enhancing Urban Mathematics Education

    Jamaal Rashad Young
    1-13
    2024-01-22
    DOI: https://doi.org/10.21423/jume-v16i2a589

  • Putting the "Urban" in Mathematics Education Scholarship

    William F. Tate
    pp. 5–9
    2008-12-10
    DOI: https://doi.org/10.21423/jume-v1i1a19

  • 2008 -- Putting the "Urban" in Mathematics Education Scholarship

    William F. Tate
    2018-12-11
    DOI: https://doi.org/10.21423/jume-v11i1-2a357

  • Educational Aspirations of Diverse Groups among Undergraduate Statistics Majors

    Julie Lorah, Angie Miller
    14-30
    2024-01-22
    DOI: https://doi.org/10.21423/jume-v16i2a548

  • Young, Black, and Anxious: Describing the Black Student Mathematics Anxiety Research Using Confidence Intervals

    Jamaal Rashad Young, Jemimah Lea Young
    2016-07-14
    DOI: https://doi.org/10.21423/jume-v9i1a275

  • Hip-Hop and Mathematics: A Critical Review of "Schooling Hip-Hop: Expanding Hip-Hop Based Education Across the Curriculum"

    Julius Davis, Vanessa Pitts Bannister, Jomo W. Mutegi
    2014-07-25
    DOI: https://doi.org/10.21423/jume-v7i1a227

  • Cultural Competencies and Planning for Teaching Mathematics: Preservice Teachers Responding to Expectations, Opportunities, and Resources

    Susanna Wilson, Jane McChesney, Liz Brown
    2017-07-27
    DOI: https://doi.org/10.21423/jume-v10i1a290

  • A Trip to Guatemala Conducting Research in a Foreign Country

    Natalia Bailey
    90-96
    2024-01-22
    DOI: https://doi.org/10.21423/jume-v16i2a561

  • Compounding Inequalities: English Proficiency and Tracking and Their Relation to Mathematics Performance Among Latina/o Secondary School Youth

    Eduardo Mosqueda
    pp. 57–81
    2010-07-09
    DOI: https://doi.org/10.21423/jume-v3i1a47

  • 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
    2009-12-18
    DOI: https://doi.org/10.21423/jume-v2i2a33

  • Urban Mathematics Education Research Using Citation Cartography to Map Bubbles and Foams in Mathematics Education Research

    Christopher Dubbs
    16–41
    2021-12-21
    DOI: https://doi.org/10.21423/jume-v14i2a425

  • A Framework for Understanding Whiteness in Mathematics Education

    Dan Battey, Luis A. Leyva
    2016-12-29
    DOI: https://doi.org/10.21423/jume-v9i2a294

  • Revisiting Urban Mathematics Education Towards Robust Theoretical, Conceptual, and Analytical Methods

    Jamaal Young, Mary Candace Raygoza, Tia Madkins, Brian Lawler, Thomas Roberts
    1–7
    2022-12-14
    DOI: https://doi.org/10.21423/jume-v15i2a511

  • Antiracist Work in Mathematics Classrooms The Case of Policing

    Dan Battey, Monique A. Coleman
    6–20
    2021-11-18
    DOI: https://doi.org/10.21423/jume-v14i1Ba410

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

    Clarence L. Terry, Sr.
    pp. 23–49
    2011-07-05
    DOI: https://doi.org/10.21423/jume-v4i1a98

  • Disrupting Research, Theory, and Pedagogy With Critical Race Theory in Mathematics Education for Black Populations

    Julius Davis
    9–30
    2022-05-27

  • Learning to Leverage Children's Multiple Mathematical Knowledge Bases in Mathematics Instruction

    Erin E. Turner, Mary Q. Foote, Kathleen Jablon Stoehr, Amy Roth McDuffie, Julia Maria Aguirre, Tonya Gau Bartell, Corey Drake
    2016-07-14
    DOI: https://doi.org/10.21423/jume-v9i1a279

  • Radical Reconfiguring(s) for Equity in Urban Mathematics Classrooms: Lines of Flight in "Mathematics and the Body: Material Entanglements in the Classroom"

    Susan O. Cannon, Kayla D. Myers
    2016-12-29
    DOI: https://doi.org/10.21423/jume-v9i2a314

  • When One Lacks Will, They Denounce . . .

    Robert M. Capraro; Jonas Chang
    1–4
    2020-07-02
    DOI: https://doi.org/10.21423/jume-v13i1Ba407

  • Teaching Mathematics and Science Through a Social Justice Lens

    Roland Ghollam Pourdavood, Meng Yan
    41–63
    2022-12-14
    DOI: https://doi.org/10.21423/jume-v15i2a406

  • 2008 -- Illuminating Urban Excellence: A Movement of Change within Mathematics Education

    Lou Edward Matthews
    2018-12-11
    DOI: https://doi.org/10.21423/jume-v11i1-2a354

  • A Call for Field Disruptions and Connections in Mathematics Education Research

    Susan Ophelia Cannon
    1–16
    2020-11-13
    DOI: https://doi.org/10.21423/jume-v13i2a389

  • Leveling the Playing Field Addressing the Culture of Urban Mathematics Education in Black, Brown, Bruised: How Racialized STEM Education Stifles Innovation

    Jami Friedrich, Tynetta Jenkins
    105–116
    2021-12-21
    DOI: https://doi.org/10.21423/jume-v14i2a424

  • Advocating for Equitable Mathematics Education: Supporting Novice Teachers in Navigating the Sociopolitical Context...

    Craig Willey, Corey Drake
    58–70
    2013-06-17
    DOI: https://doi.org/10.21423/jume-v6i1a205

  • Mathematic Lesson Design for English Learners Versus Non-English Learners From Perspectives of Equity and Intersection

    Seonhee Cho
    31–53
    2022-05-27

  • 2018 -- He Who Feels It, Knows It: Rejecting Gentrification and Trauma for Love and Power in Mathematics for Urban Communities

    Lou Edward Matthews
    2018-12-11
    DOI: https://doi.org/10.21423/jume-v11i1-2a355

  • Strong is the Silence: Challenging Interlocking Systems of Privilege and Oppression in Mathematics Teacher Education

    Beth Herbel-Eisenmann, Tonya Gau Bartell, M. Lynn Breyfogle, Kristin Bieda, Sandra Crespo, Higinio Dominguez, Corey Drake
    6–18
    2013-07-26
    DOI: https://doi.org/10.21423/jume-v6i1a212

  • Calling for Research Collaborations and the Use of Dis/ability Studies in Mathematics Education

    Paulo Tan, Signe Kastberg
    2017-12-29
    DOI: https://doi.org/10.21423/jume-v10i2a321

  • An Intersectional Analysis of Latin@ College Women's Counter-stories in Mathematics

    Luis A. Leyva
    2016-12-29
    DOI: https://doi.org/10.21423/jume-v9i2a295

  • Key Challenges and Some Guidance on Using Strong Quantitative Methodology in Education Research

    Robin K. Henson, Genéa Stewart, Lee A. Bedford
    42–59
    2020-11-13
    DOI: https://doi.org/10.21423/jume-v13i2a382

  • A Call for Critical Reads of “Trouble” Texts that Inform Urban Mathematics Education

    Alesia Mickle Moldavan
    17–25
    2020-12-05
    DOI: https://doi.org/10.21423/jume-v13i2a398

  • Why Mathematics (Education) was Late to the Backlash Party: The Need for a Revolution

    Rochelle Gutiérrez
    2017-12-29
    DOI: https://doi.org/10.21423/jume-v10i2a347

  • A Metropolitan Perspective on Mathematics Education: Lessons Learned from a “Rural” School District

    Celia Rousseau Anderson, Angiline Powell
    pp. 5–21
    2009-07-26
    DOI: https://doi.org/10.21423/jume-v2i1a34

  • Duty is Necessary, Passion is Sufficient: It Takes Both Conditions

    Robert M. Capraro
    1–7
    2019-12-20
    DOI: https://doi.org/10.21423/jume-v12i1a379

  • Toward an Ethical Attitude in Mathematics Education Research Writing

    Annica Andersson, Kate le Roux
    2017-07-27
    DOI: https://doi.org/10.21423/jume-v10i1a303

  • Transforming Mathematical Discourse: A Daunting Task for South Africa’s Townships

    Roland G. Pourdavood, Nicole Carignan, Lonnie C. King
    pp. 81–105
    2009-07-26
    DOI: https://doi.org/10.21423/jume-v2i1a18

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

    Lanette R. Waddell
    pp. 116–154
    2010-12-08
    DOI: https://doi.org/10.21423/jume-v3i2a62

  • Equity, Excellence, and Editorial Ethics: You’re an Editor, Now What?

    Robert M. Capraro ; Jamaal Rashad Young
    1-9
    2023-07-01
    DOI: https://doi.org/10.21423/jume-v16i1a562

  • Math is More Than Numbers: Examining Beginning Bilingual Teachers' Mathematics Teaching Practices and Their Opportunities to Learn

    Cathery Yeh
    2017-12-29
    DOI: https://doi.org/10.21423/jume-v10i2a328

  • Using a Conference Workshop Setting to Engage Mathematics Teachers in Culturally Relevant Pedagogy

    Stephanie Timmons-Brown, Catharine Warner
    2016-07-14
    DOI: https://doi.org/10.21423/jume-v9i1a230

  • Teaching Mathematics as Agape: Responding to Oppression with Unconditional Love

    Joel Amidon
    19–27
    2013-06-17
    DOI: https://doi.org/10.21423/jume-v6i1a207

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

    Haiwen Chu, Laurie H. Rubel
    pp. 57–76
    2010-12-08
    DOI: https://doi.org/10.21423/jume-v3i2a50

  • Latina/o Youth's Perspectives on Race, Language, and Learning Mathematics

    Maria del Rosario Zavala
    2014-07-25
    DOI: https://doi.org/10.21423/jume-v7i1a188

  • Math Links: Building Learning Communities in Urban Settings

    Jacqueline Leonard, Brian R. Evans
    pp. 60–83
    2008-12-10
    DOI: https://doi.org/10.21423/jume-v1i1a5

  • Indigenous Struggle With Mathematics Education in the New Zealand Context From Neo-Liberal Ontology to Indigenous, Urban Ontologies?

    Brian Tweed
    42–70
    2021-12-21
    DOI: https://doi.org/10.21423/jume-v14i2a386

  • A Call for Mathematics Education Colleagues and Stakeholders to Collaboratively Engage with NCTM: In Response to Martin's Commentary

    Diane J. Briars, Matt Larson, Marilyn E. Strutchens, David Barnes
    2015-12-30
    DOI: https://doi.org/10.21423/jume-v8i2a292
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