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An Urban Mathematics Education Book Review?: Considerations for JUME Book Review Authors 城市数学教育书评?: JUME书评作者的注意事项
Journal of Urban Mathematics Education Pub Date : 2015-07-30 DOI: 10.21423/jume-v8i1a271
C. Jett
{"title":"An Urban Mathematics Education Book Review?: Considerations for JUME Book Review Authors","authors":"C. Jett","doi":"10.21423/jume-v8i1a271","DOIUrl":"https://doi.org/10.21423/jume-v8i1a271","url":null,"abstract":"CHRISTOPHER C. JETT is an assistant professor in the Department of Mathematics in the College of Science and Mathematics at the University of West Georgia, 1601 Maple St., Carrollton, GA 30118; email: cjett@westga.edu. His research interests are centered on employing a critical race theoretical perspective to mathematics education research, particularly, at the undergraduate mathematics level. He is the current Book Review editor of the Journal of Urban Mathematics Education. EDITORIAL","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68581626","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: 2
Reviewing for JUME: Advancing the Field of Urban Mathematics Education JUME述评:推进城市数学教育领域
Journal of Urban Mathematics Education Pub Date : 2015-07-30 DOI: 10.21423/jume-v8i1a272
David Stinson
{"title":"Reviewing for JUME: Advancing the Field of Urban Mathematics Education","authors":"David Stinson","doi":"10.21423/jume-v8i1a272","DOIUrl":"https://doi.org/10.21423/jume-v8i1a272","url":null,"abstract":"DAVID W. STINSON is an associate professor of mathematics education in the Department of Middle and Secondary Education in the College of Education and Human Development, at Georgia State University, P.O. Box 3978, Atlanta, GA, 30303; e-mail: dstinson@gsu.edu. His research interests include exploring socio-cultural, -historical, and -political aspects of mathematics and mathematics teaching and learning from a critical postmodern theoretical (and methodological) perspective. He is a co-founder and current editor-in-chief of the Journal of Urban Mathematics Education. EDITORIAL","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68581675","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
"I am a teacher. That's what I've done almost all my life. I teach." “我是老师。这是我几乎一生都在做的事情。我教。”
Journal of Urban Mathematics Education Pub Date : 2015-07-30 DOI: 10.21423/jume-v8i1a273
R. Berry, M. Ellis, C. Morton, J. Yow
{"title":"\"I am a teacher. That's what I've done almost all my life. I teach.\"","authors":"R. Berry, M. Ellis, C. Morton, J. Yow","doi":"10.21423/jume-v8i1a273","DOIUrl":"https://doi.org/10.21423/jume-v8i1a273","url":null,"abstract":"MARK W. ELLIS is a professor of secondary education at California State University, Fullerton, 2600 E. Nutwood Ave., Suite 600, Fullerton, CA, 92831; e-mail: mellis@fullerton.edu. A National Board Certified Teacher of mathematics, his scholarship focuses on equity issues in mathematics education and professional development for teachers of mathematics aimed at creating learning environments that promote success for all students.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"146 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68581793","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
Mathematics and Social Justice: A Symbiotic Pedagogy 数学与社会正义:一种共生教学法
Journal of Urban Mathematics Education Pub Date : 2015-07-18 DOI: 10.21423/JUME-V8I1A256
G. Bond, Egan J. Chernoff
{"title":"Mathematics and Social Justice: A Symbiotic Pedagogy","authors":"G. Bond, Egan J. Chernoff","doi":"10.21423/JUME-V8I1A256","DOIUrl":"https://doi.org/10.21423/JUME-V8I1A256","url":null,"abstract":"","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68581751","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: 10
Teaching Mathematics for Social Justice: An Ethical and Moral Imperative? 为社会正义而教授数学:伦理和道德的必要性?
Journal of Urban Mathematics Education Pub Date : 2014-12-29 DOI: 10.21423/jume-v7i2a252
David Stinson
{"title":"Teaching Mathematics for Social Justice: An Ethical and Moral Imperative?","authors":"David Stinson","doi":"10.21423/jume-v7i2a252","DOIUrl":"https://doi.org/10.21423/jume-v7i2a252","url":null,"abstract":"DAVID W. STINSON is an associate professor of mathematics education in the Department of Middle and Secondary Education in the College of Education, at Georgia State University, P.O. Box 3978, Atlanta, GA, 30303; e-mail: dstinson@gsu.edu. His research interests include exploring socio-cultural, -historical, and -political aspects of mathematics and mathematics teaching and learning from a critical postmodern theoretical (and methodological) perspective. He is a cofounder and current editor-in-chief of the Journal of Urban Mathematics Education. EDITORIAL","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68580988","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: 1
Why Should Mathematics Educators Learn from and about Latina/o Students' In-School and Out-of-School Experiences? 为什么数学教育者应该从拉丁裔/非拉丁裔学生的校内和校外经历中学习?
Journal of Urban Mathematics Education Pub Date : 2014-12-29 DOI: 10.21423/jume-v7i2a251
M. Civil
{"title":"Why Should Mathematics Educators Learn from and about Latina/o Students' In-School and Out-of-School Experiences?","authors":"M. Civil","doi":"10.21423/jume-v7i2a251","DOIUrl":"https://doi.org/10.21423/jume-v7i2a251","url":null,"abstract":"MARTA CIVIL is a Professor of Mathematics Education and the Roy F. Graesser Endowed Chair in the Department of Mathematics at The University of Arizona, 617 N. Santa Rita Ave., Tucson, AZ 85721; email: civil@math.arizona.edu. Her interests include cultural, social, and language aspects in the teaching and learning of mathematics; linking in-school and out-of-school mathematics; and parental engagement in mathematics. COMMENTARY","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68580911","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: 12
Latinas and Problem Solving: What They Say and What They Do 拉丁裔和解决问题:他们说什么和做什么
Journal of Urban Mathematics Education Pub Date : 2014-12-10 DOI: 10.21423/jume-v7i2a198
P. Guerra, Woong Lim
{"title":"Latinas and Problem Solving: What They Say and What They Do","authors":"P. Guerra, Woong Lim","doi":"10.21423/jume-v7i2a198","DOIUrl":"https://doi.org/10.21423/jume-v7i2a198","url":null,"abstract":"In this article, the authors present three adolescent Latinas' perceptions of ideal mathematical competencies, their perception of their individual \"abilities\" in mathematics, and their work on a mathematics problem-solving task. Results indicate that these Latinas recognize flexible mathematics as the ideal mathematical competency in problem solving but demonstrate rigid mathematics in the problem-solving task. Reasons for the discrepancy between the three Latinas' perceptions of ideal mathematical competencies and their own work on mathematical tasks are discussed. Implications related to opportunities for girls of color to pursue careers in STEM fields are discussed as it relates to flexible problem-solving skills in mathematics.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68581124","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: 4
Recruiting Secondary Mathematics Teachers: Characteristics That Add Up for African American Students 中学数学教师招聘:非裔美国学生的特点
Journal of Urban Mathematics Education Pub Date : 2014-12-10 DOI: 10.21423/jume-v7i2a210
Tamra C. Ragland, Shelley Sheats Harkness
{"title":"Recruiting Secondary Mathematics Teachers: Characteristics That Add Up for African American Students","authors":"Tamra C. Ragland, Shelley Sheats Harkness","doi":"10.21423/jume-v7i2a210","DOIUrl":"https://doi.org/10.21423/jume-v7i2a210","url":null,"abstract":"In this article, the authors provide portraits of three mathematics teachers: one European American man, one African American man, and one Middle Eastern woman. All three taught in secondary schools with predominantly African American student populations. Semi-structured interviews and observations were conducted to create a comparative case study that analyzed the teachers' \"star\" background experiences and skills (Haberman, 1995). The analysis also focused on whether or not there was a connection between their star background experiences and skills and their use of relational and field-dependent methods of teaching. Data suggest that there was a connection between Haberman's star framework and teachers who taught relationally and used field-dependent methods. Based on these results, the authors argue that alternative certification programs should broaden their criteria and recruit preservice teachers with star back-ground experiences and skills.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"91 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68581324","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: 2
Public Stories of Mathematics Educators: An Invitation to Tell 数学教育者的公共故事:邀请大家讲述
Journal of Urban Mathematics Education Pub Date : 2014-12-10 DOI: 10.21423/jume-v7i2a253
Erika C. Bullock
{"title":"Public Stories of Mathematics Educators: An Invitation to Tell","authors":"Erika C. Bullock","doi":"10.21423/jume-v7i2a253","DOIUrl":"https://doi.org/10.21423/jume-v7i2a253","url":null,"abstract":"ERIKA C. BULLOCK is an assistant professor of mathematics education in the Department of Instruction and Curriculum Leadership in the College of Education, Health and Human Sciences, at the University of Memphis, 419A Ball Hall, Memphis, TN, 38152; e-mail: Erika.Bullock@memphis.edu. Her research interests include exploring urban mathematics education curriculum and policy from a critical postmodern and historical perspective. She is associate to the editor-in-chief and Public Stories of Mathematics Educators section editor of the Journal of Urban Mathematics Education. EDITORIAL","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68581075","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: 2
Affinity through Mathematical Activity: Cultivating Democratic Learning Communities 数学活动中的亲和力:培育民主学习共同体
Journal of Urban Mathematics Education Pub Date : 2014-12-10 DOI: 10.21423/jume-v7i2a208
Tesha Sengupta-Irving
{"title":"Affinity through Mathematical Activity: Cultivating Democratic Learning Communities","authors":"Tesha Sengupta-Irving","doi":"10.21423/jume-v7i2a208","DOIUrl":"https://doi.org/10.21423/jume-v7i2a208","url":null,"abstract":"In this article, the author demonstrates how a broader view of what shapes affinity is ideologically and practically linked to creating democratic learning communities. Specifically, the author explores how a teacher employed complex instruction (an equity pedagogy) with her ethnically and racially diverse students in the \"lowest track\" Algebra I course. Sociometric network analyses used to model peer relationships revealed an affinity among three students that could not be explained by shared attributes or history (e.g., race or gender). Through field note analyses, the author argues these students' affinity was forged through shared mathematical activity--what she terms a workship. This workship reflected equitable relationships born of diverse youth learning to work together by working together. The author discusses implications of the workship for teachers and researchers, as well as the constraints that stratified mathematics programs can place on classroom-based efforts to advance equity.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68581215","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: 11
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