Journal of Urban Mathematics Education最新文献

Journal of Urban Mathematics Education Pub Date : 2024-01-22 DOI: 10.21423/jume-v16i2a561

Natalia Bailey

引用次数: 0

Design Considerations for Facilitating Equitable Participation in an Ethical Data Science Course for High School Students 促进高中生公平参与道德数据科学课程的设计考虑因素

Journal of Urban Mathematics Education Pub Date : 2023-12-31 DOI: 10.21423/jume-v16i2a522

Jordan Register

{"title":"Design Considerations for Facilitating Equitable Participation in an Ethical Data Science Course for High School Students","authors":"Jordan Register","doi":"10.21423/jume-v16i2a522","DOIUrl":"https://doi.org/10.21423/jume-v16i2a522","url":null,"abstract":"The emergence of data science, Big Data Analytics, and other related methodologies have resulted in differential outcomes for people situated differently in society. Exacerbating these effects is the privilege hazard (D’Ignazio & Klein, 2020) that occurs when teams of data scientists are composed primarily of individuals from privileged backgrounds. Therefore, the purpose of this article is to understand how educators may support students from different backgrounds (both relatively privileged and marginalized) to participate equitably and meaningfully in ethical data science discussions in order to safeguard against the privilege hazard. To do this, we draw on the literature regarding STEM identity formation, use Cobb and Yackel’s (1996) framework for analyzing social norms for discourse in inquiry-based classrooms, and draw on Hodge and Cobb’s Cultural Participation Orientation towards developing an inclusive classroom environment. Finally, we describe the course design elements (task structures, participation structures, and discursive moves) that supported students’ equitable participation in ethical data science discussions (Sandoval, 2004).","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" 398","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139136824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Role of Technology in Enhancing Urban Mathematics Education 技术在加强城市数学教育中的作用

Journal of Urban Mathematics Education Pub Date : 2023-12-31 DOI: 10.21423/jume-v16i2a589

Jamaal Rashad Young

{"title":"The Role of Technology in Enhancing Urban Mathematics Education","authors":"Jamaal Rashad Young","doi":"10.21423/jume-v16i2a589","DOIUrl":"https://doi.org/10.21423/jume-v16i2a589","url":null,"abstract":"The integration of technology in urban mathematics education has emerged as a promising approach to address educational disparities and foster engaging learning environments. With the widespread availability of technology infrastructure in urban schools, there is a growing focus on leveraging digital tools and resources to enhance mathematics learning outcomes. This editorial examines the impact of technology on urban mathematics education, exploring its potential to bridge opportunity gaps and promote inclusivity. Drawing on current research and best practices, we highlight the benefits and challenges of technology integration, emphasizing the importance of equitable access, teacher professional development, and tailored instructional approaches. The editorial underscores the need for collaborative efforts among stakeholders to advocate for increased funding and support for technology initiatives in urban schools. By embracing innovative practices such as educational apps, virtual reality, and online collaborative projects, educators can create dynamic learning environments that empower students to excel in mathematics. The ongoing dialogue and efforts surrounding the role of technology in urban mathematics education are critical for achieving educational equity and excellence for all students. As technology continues to evolve, it remains imperative for educators and policymakers to prioritize effective technology integration strategies that cater to the diverse needs of urban learners.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"84 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139130615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Educational Aspirations of Diverse Groups among Undergraduate Statistics Majors 统计专业本科生中不同群体的教育抱负

Journal of Urban Mathematics Education Pub Date : 2023-12-31 DOI: 10.21423/jume-v16i2a548

Julie Lorah, Angie L. Miller

引用次数: 0

Integration of ethnomathematics in teaching geometry: a systematic review and bibliometric report 将民族数学纳入几何教学：系统综述和文献计量报告

Journal of Urban Mathematics Education Pub Date : 2023-12-31 DOI: 10.21423/jume-v16i2a519

Patrick Kyeremeh, Francis Kwadwo Awuah, Esenam Dorwu

{"title":"Integration of ethnomathematics in teaching geometry: a systematic review and bibliometric report","authors":"Patrick Kyeremeh, Francis Kwadwo Awuah, Esenam Dorwu","doi":"10.21423/jume-v16i2a519","DOIUrl":"https://doi.org/10.21423/jume-v16i2a519","url":null,"abstract":"Due to the growing interest in the integration of ethnomathematics in mathematics education, we undertook a systematic literature review and bibliometric analysis of research on incorporation of ethnomathematics in geometry teaching from 2011 to 2021. Specifically, we addressed the trends on the study topic, such as the distribution of the publication over the past 10 years, journals, countries, and the main topics/themes receiving the most attention as well as its main findings. The search for 37 relevant research articles were done on Google Scholar, Scopus and also, by handsearch of some key journals. Data retrieved were analysed descriptively by using Excel and NVivo. The findings show that literature on the use of ethnomathematics in teaching geometry is mostly produced and consumed in Indonesia, Zimbabwe, Nigeria, and Israel. Also, the findings showed that the research topics/themes addressed by literature on ethnomathematics integration in teaching geometry can be grouped into 5 themes: views, practices, effects, challenges, and development of competence. Most of the studies conducted in this area employed ethnography. From the study, it was observed that the number of research article publications relevant to the study has increased exponentially especially from 2018 to 2021. Therefore, it is our believe that this review will aid in the creation of systematic review procedures and reviews that are specifically concerned with the incorporation of ethnomathematics into geometry instruction.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" 1148","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139136238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Applying Symbolic Convergence Theory to Pre-service Teachers’ Responses to Mathematics Education Organizations’ Statements on Racial Violence 符号趋同理论在职前教师对数学教育组织关于种族暴力陈述的反应中的应用

Journal of Urban Mathematics Education Pub Date : 2023-07-01 DOI: 10.21423/jume-v16i1a495

Daniel Clark, A. Jerome

引用次数: 0

Entangling and Disentangling Inquiry and Equity: Voices of Mathematics Education and Mathematics Professors 纠缠与纠缠探究与公平：数学教育与数学教授的声音

Journal of Urban Mathematics Education Pub Date : 2023-07-01 DOI: 10.21423/jume-v16i1a473

Amanda Jansen

{"title":"Entangling and Disentangling Inquiry and Equity: Voices of Mathematics Education and Mathematics Professors","authors":"Amanda Jansen","doi":"10.21423/jume-v16i1a473","DOIUrl":"https://doi.org/10.21423/jume-v16i1a473","url":null,"abstract":"Professors of mathematics and mathematics education engage in inquiry, and, as teachers of mathematics, they engage their students in inquiry. How could this work be more equity-minded? After participating in inquiry during a summer institute, 24 mathematics education professors and mathematics professors shared their voices during two interviews about how equity and inquiry intertwine. These participants engaged in a co-writing process to equitably inquire together for this paper. Findings are presented in a framework of relationships between inquiry and equity, which extend the previous work of Tang and colleagues (2017), illustrating that (a) equity opportunities and dilemmas are always present during inquiry, (b) we can see equity (or in-equity) in inquiry (occurring during the process of engaging in inquiry), and (b) some participants conducted inquiry for equity (the propose of inquiry was to work toward greater equity). Contributions of this paper include a framework for how equity and inquiry intertwine, for both teaching and collaborative scholarship, and an illustration of equitable inquiry in practice, through co-writing. Implications of this study include a greater awareness of considerations for being equity-minded when facilitating inquiry-oriented instruction or when mathematics education professors and mathematics professors collaborate in their scholarly inquiry.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42549455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Equity, Excellence, and Editorial Ethics: You’re an Editor, Now What? 公平、卓越和编辑道德：你是一名编辑，现在怎么办？

Journal of Urban Mathematics Education Pub Date : 2023-07-01 DOI: 10.21423/jume-v16i1a562

R. Capraro, J. Young

引用次数: 0

What do you Meme? An Investigation of Social Media and Mathematical Identity 你想干什么?社交媒体与数学同一性研究

Journal of Urban Mathematics Education Pub Date : 2023-07-01 DOI: 10.21423/jume-v16i1a490

G. Benoit, Gabor Salopek

引用次数: 0

Centering Humanity within Ethnographic Research: A Critical Read of Black Boys’ Lived and Everyday Experiences in STEM 在人种学研究中以人性为中心:对黑人男孩在STEM中的生活和日常经历的批判性解读

Journal of Urban Mathematics Education Pub Date : 2023-07-01 DOI: 10.21423/jume-v16i1a476

Karina Méndez Pérez, A. Aguilar, Amy Rae Johnson Johnson, Chandel F. Burgess Burgess, Carlos Nicolas Gómez Marchant

{"title":"Centering Humanity within Ethnographic Research: A Critical Read of Black Boys’ Lived and Everyday Experiences in STEM","authors":"Karina Méndez Pérez, A. Aguilar, Amy Rae Johnson Johnson, Chandel F. Burgess Burgess, Carlos Nicolas Gómez Marchant","doi":"10.21423/jume-v16i1a476","DOIUrl":"https://doi.org/10.21423/jume-v16i1a476","url":null,"abstract":"Our research collective explores Latine learner’s experiences with mathematics. Therefore, we must consider possible methods to de-settle the white gaze surveilling and erasing Latine learners in K-12 schools, as well as the white ideologies in educational research. In this book review, we discuss KiMi Wilson’s Black Boys’ Lived and Everyday Experiences in STEM (2021) and explore his use of ethnographic research to tell the story of his boys (Carter, Malik, Darius, and Thomas). Wilson highlights how he disrupts the norms of educational ethnography through his research and posits the need to amplify Black voices and experiences in STEM education. He challenges the reader to push against white ideologies and reconsider the deficit narratives surrounding Black boys. By reflecting on Wilson’s work and our own, we consider two points of reflection: Centering humanity and emotionality, and the importance of place. We explore how Wilson addresses these two points through his stories of his boys and how our research collective considers these ideas in our work with Latine learners in mathematics. As educators, educational researchers, and policy makers, we must reflect, acknowledge, and create transformative actions centered around humanity and emotionality, as well as the importance of place, to ensure equitable learning spaces for Black and Latine learners.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45678984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0