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Journal of Urban Mathematics Education最新文献

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Radical Love as Praxis 激进的爱作为实践
Journal of Urban Mathematics Education Pub Date : 2021-05-27 DOI: 10.21423/JUME-V14I1A418
Cathery Yeh, Ricardo Martinez, Sara Rezvi, Shraddha Shirude
{"title":"Radical Love as Praxis","authors":"Cathery Yeh, Ricardo Martinez, Sara Rezvi, Shraddha Shirude","doi":"10.21423/JUME-V14I1A418","DOIUrl":"https://doi.org/10.21423/JUME-V14I1A418","url":null,"abstract":"Ethnic studies is a growing movement for curricular and pedagogical practices that reclaim marginalized voices and histories and create spaces of healing for students of color; however, its application to mathematics education has been limited. In this essay, we provide a framework of five ethea of ethnic studies for mathematics education: identity, narratives, and agency; power and oppression; community and solidarity; resistance and liberation; and intersectionality and multiplicity. We describe key concepts and examples of the ethos of ethnic studies.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49124031","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: 7
"We Made Math!" “我们创造了数学!”
Journal of Urban Mathematics Education Pub Date : 2021-05-27 DOI: 10.21423/JUME-V14I1A414
Jahneille Cunningham
{"title":"\"We Made Math!\"","authors":"Jahneille Cunningham","doi":"10.21423/JUME-V14I1A414","DOIUrl":"https://doi.org/10.21423/JUME-V14I1A414","url":null,"abstract":"Black parents are often presumed to be uninvolved in their children’s education, especially in mathematics. These stereotypes are arguably sustained by White, middle-class expectations for parent engagement. This qualitative study challenges the dominant narrative by exploring the ways eight Black parents support their elementary-aged children’s mathematical identities. Although many scholars have examined the relationship between mathematics identity and academic outcomes, few have explored the role parents play in this identity development. Drawing on Martin’s (2000) mathematics identity framework and McCarthy Foubert’s (2019) Racial Realist Parent Engagement framework, the author argues that Black parents’ experiential knowledge of race and racism in mathematical spaces positions them to teach their children about the everyday importance and usefulness of mathematics. Using parent interviews and family observations, the author’s findings suggest the parents supported their children’s mathematics identities using four approaches: 1) pragmatic (emphasizing financial literacy and basic life skills), 2) aspirational (promoting math-intensive careers), 3) affirmational (sharing words of encouragement), and 4) race-conscious (applying mathematical concepts to lessons in Black history, culture, and anti-Blackness). Implications for educators are discussed, as parent identity support strategies may be useful for reform-oriented teachers seeking to foster positive mathematical identities in Black children.\u0000 ","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45415561","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: 3
A Call for Critical Reads of “Trouble” Texts that Inform Urban Mathematics Education 呼吁对城市数学教育中“麻烦”文本进行批判性阅读
Journal of Urban Mathematics Education Pub Date : 2020-12-05 DOI: 10.21423/JUME-V13I2A398
A. Moldavan
{"title":"A Call for Critical Reads of “Trouble” Texts that Inform Urban Mathematics Education","authors":"A. Moldavan","doi":"10.21423/JUME-V13I2A398","DOIUrl":"https://doi.org/10.21423/JUME-V13I2A398","url":null,"abstract":"Alesia Mickle Moldavan, the section editor of Critical Reads in the Journal of Urban Mathematics Education, encourages interested contributors to submit reviews of critical texts (e.g., books, research articles, short stories, social media posts, poetry, play/film scripts) in order to push conversations in the field that offer an empowering and transformative vision for urban mathematics education. This call urges scholars to engage in critical thinking and creative rethinking of teaching and learning in the urban context to inspire new critical perspectives that interrogate systemic inequities and illuminate urban excellence. Submissions to Critical Reads ought to critique “trouble” texts to improve educational experiences and outcomes in mathematics for historically marginalized students in urban communities.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46303555","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
Call for Field Disruptions and Connections in Mathematics Education Research 数学教育研究领域中断与联系的呼唤
Journal of Urban Mathematics Education Pub Date : 2020-11-13 DOI: 10.21423/JUME-V13I2A389
S. Cannon
{"title":"Call for Field Disruptions and Connections in Mathematics Education Research","authors":"S. Cannon","doi":"10.21423/JUME-V13I2A389","DOIUrl":"https://doi.org/10.21423/JUME-V13I2A389","url":null,"abstract":"The Field Disruptions and Field Connections section of the Journal of Urban Mathematics Education (JUME) seeks manuscripts that bring to light innovative, underutilized, or marginalized theories and methods that show potential for radical reconfiguration in (urban) mathematics education research. In this introductory and invitational editorial to the section, I provide illustrations of field disruptions through the use of poststructural and agential realist theories in mathematics education research. The purpose in doing so is to highlight how past disruptions have caused shifts in what counts as mathematical knowledge and who can be seen as mathematical. I also point to examples of field connections that demonstrate the importance of innovation and creativity in not only what we research but also in the ways we research in urban mathematics education. Because new and newly considered theories and methods can and have shifted the field of mathematics education research, an intellectual space to share and explore these innovative contributions to the field is being created within JUME. Specifically, the section seeks submissions that bring forward theories, methods, and concepts that the author argues have potential to disrupt the structures that support systemic racism and other forms of exclusion in mathematics teaching and learning. In addition, as section editor, I welcome alternative texts, poetry, and research texts and data that may not fit or have been systematically excluded in more traditional disciplined spaces but speak to important issues in urban mathematics education.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48806254","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
Using Large-Scale Datasets to Amplify Equitable Learning in Urban Mathematics 利用大规模数据集扩大城市数学的公平学习
Journal of Urban Mathematics Education Pub Date : 2020-11-13 DOI: 10.21423/JUME-V13I2A381
Eduardo Mosqueda, Saúl I. Maldonado
{"title":"Using Large-Scale Datasets to Amplify Equitable Learning in Urban Mathematics","authors":"Eduardo Mosqueda, Saúl I. Maldonado","doi":"10.21423/JUME-V13I2A381","DOIUrl":"https://doi.org/10.21423/JUME-V13I2A381","url":null,"abstract":"Our purpose in this article was to provide researchers using NCES datasets to analyze secondary students’ mathematics achievement in urban schools with methodological considerations and analytical suggestions. We are hopeful that researchers interested in students’ mathematics achievement in urban schools will consider accessing and using NCES studies to deepen our collective understanding beyond IES summary statistics featured in reports such as NAEP and TIMMS and tables from The Condition of Education. We believe that studies of large-scale data that are attentive to the methodological considerations of complex sampling, data clustering and causal inference, will contribute nuanced perspectives of promising policy and practice directions for improving disparities in urban secondary school students’ inequitable mathematics achievement outcomes.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68575071","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
Key Challenges and Some Guidance on Using Strong Quantitative Methodology in Education Research 在教育研究中使用强定量方法论的主要挑战和指导
Journal of Urban Mathematics Education Pub Date : 2020-11-13 DOI: 10.21423/JUME-V13I2A382
R. Henson, Genéa K. Stewart, Lee A. Bedford
{"title":"Key Challenges and Some Guidance on Using Strong Quantitative Methodology in Education Research","authors":"R. Henson, Genéa K. Stewart, Lee A. Bedford","doi":"10.21423/JUME-V13I2A382","DOIUrl":"https://doi.org/10.21423/JUME-V13I2A382","url":null,"abstract":"The current article reviews several common areas of focus in quantitative methods with the hope of providing Journal of Urban Mathematics Education (JUME) readers and researchers with some guidance on conducting and reporting quantitative analyses. After providing some background for the discussion, the methodological nature of recent JUME articles is reviewed, followed by commentary on key challenges and recommendations for strong practice in quantitative methodology. The review addresses causal inferences, measurement issues, handling missing data, testing for assumptions, dealing with nested data, and providing evidence for outcomes. Enhanced quantitative training and resources for doctoral students, authors, reviewers, and editors is recommended.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43780508","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: 3
Working Toward Linguistically and Culturally Responsive Math Teaching through a Year-Long Urban Teacher Training Program for English Learners 通过为期一年的城市英语教师培训计划，努力实现语言和文化反应型数学教学
Journal of Urban Mathematics Education Pub Date : 2020-11-13 DOI: 10.21423/JUME-V13I2A409
Kim Song, Sarah A. Coppersmith
{"title":"Working Toward Linguistically and Culturally Responsive Math Teaching through a Year-Long Urban Teacher Training Program for English Learners","authors":"Kim Song, Sarah A. Coppersmith","doi":"10.21423/JUME-V13I2A409","DOIUrl":"https://doi.org/10.21423/JUME-V13I2A409","url":null,"abstract":"This qualitative study examined how participating in-service teachers demonstrated linguistically and culturally responsive mathematical teaching (LCRMT) competences after they completed a year-long National Professional Development Program grant-funded project. A two-dimensional LCRMT framework was developed to measure participating teachers’ mathematical and mathematics-related competences. The qualitative data source was from three in-service teachers’ observations and interviews. The interview and observation data were analyzed using open and axial coding and activity systems. Three themes emerged: 1) mathematics-related content teaching practices, 2) tools to support mathematics learning, and 3) teachers’ mindsets and attitudes towards English Learner (EL) teaching. The researchers then compared verbatim examples using activity systems to examine the following research question: How did participating urban in-service teachers apply linguistically and culturally responsive mathematics teaching competences for ELs learned at a university EL teacher training program to their actual mathematics teaching in the classroom? The results, in general, indicated that the urban in-service teachers demonstrated improvement of LCRMT strategies that they used in their actual mathematics teaching after they completed the university training. However, challenges in the areas of mathematical discourse competences and teachers’ sociocultural beliefs toward ELs revealed the need for ongoing professional support.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47519045","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
When One Lacks Will, They Denounce . . . 当一个人缺乏意志时，他们谴责。
Journal of Urban Mathematics Education Pub Date : 2020-07-02 DOI: 10.21423/JUME-V13I1BA407
R. Capraro, Jonas Chang
{"title":"When One Lacks Will, They Denounce . . .","authors":"R. Capraro, Jonas Chang","doi":"10.21423/JUME-V13I1BA407","DOIUrl":"https://doi.org/10.21423/JUME-V13I1BA407","url":null,"abstract":"Robert M. Capraro, the editor-in-cheif of the Journal of Urban Mathematics Education, and Jonas Chang, copyeditor for JUME, introduce this special issue of the journal. Through discussion of the events that prompted the Black Lives Matter protests of Summer 2020 and the responses of several national organizations and corporations, they argues that the journal and its members must do more than simply denounce systemic racism and violence; math educators must additionally use their privelage and influence to support the message of the protests and consider in what ways they can more effectively support the mathematics achievement, considered a powerful equalizer of society, of Black and Brown children.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47756900","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
Black Lives Matter in Teaching Mathematics for Social Justice 黑人的命也重要:为社会正义教数学
Journal of Urban Mathematics Education Pub Date : 2020-07-02 DOI: 10.21423/JUME-V13I1BA404
J. Leonard
{"title":"Black Lives Matter in Teaching Mathematics for Social Justice","authors":"J. Leonard","doi":"10.21423/JUME-V13I1BA404","DOIUrl":"https://doi.org/10.21423/JUME-V13I1BA404","url":null,"abstract":"Prior to becoming a mathematics educator, I was a teacher in Prince George’s County, Maryland. Because of the success I experienced with culturally relevant pedagogy (CRP), it became part of my research agenda along with teaching mathematics for social justice (TMfSJ). Databases like 23andme and Ancestry can be used as a context for CRP and TMfSJ. Data related to education, occupation, military service, and voting records can be accessed online. Our ancestors’ experiences can shape our identity and serve as powerful tools for contextualizing mathematics. The stories and counterstories of African Americans can be problematized to show Black lives matter.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46180639","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
Mathematics Literacy, Identity Resilience, and Opportunity Sixty Years Since Brown v. Board 布朗诉董事会案60年来的数学素养、身份弹性和机遇
Journal of Urban Mathematics Education Pub Date : 2020-07-01 DOI: 10.21423/JUME-V13I1BA405
J. Leonard, E. Walker, Victoria R. Bloom, Nicole M. Joseph
{"title":"Mathematics Literacy, Identity Resilience, and Opportunity Sixty Years Since Brown v. Board","authors":"J. Leonard, E. Walker, Victoria R. Bloom, Nicole M. Joseph","doi":"10.21423/JUME-V13I1BA405","DOIUrl":"https://doi.org/10.21423/JUME-V13I1BA405","url":null,"abstract":"In this chapter, the authors use Black Feminist Thought (BFT) to examine the mathematics education and the educational attainment of African American females in a matrilineal line that spans five generations. A cross analysis of school experiences, from a maternal great-great-grandmother to her great-great-granddaughter, reveal a portrait of segregation, desegregation, and resegregation. The impact of these educational contexts on the mathematics literacy and mathematics identity of four African American women and the hope and promise of a young girl in the class of 2026 are also presented. From sharecropper schools in Mississippi to prestigious universities in the eastern United States, the challenges and successes of one family’s struggle to obtain mathematics literacy and the American dream are discussed through the historical lens of Brown v. Board of Education. Using this historical context, the specific experiences of these five family members encourage a dialogue about a larger narrative—the mathematics attainment of all Black children. \u0000 ","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44144605","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: 3
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