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Journal of Urban Mathematics Education最新文献

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Gender and Mathematics: What Can Other Disciplines Tell Us? What is Our Role? 性别与数学:其他学科能告诉我们什么?我们的角色是什么?
Journal of Urban Mathematics Education Pub Date : 2020-04-30 DOI: 10.21423/JUME-V13I1A377
S. Lubienski, Weverton Ataide Pinheiro
{"title":"Gender and Mathematics: What Can Other Disciplines Tell Us? What is Our Role?","authors":"S. Lubienski, Weverton Ataide Pinheiro","doi":"10.21423/JUME-V13I1A377","DOIUrl":"https://doi.org/10.21423/JUME-V13I1A377","url":null,"abstract":"In this article, we begin by taking stock of broad trends related to gender and mathematics, focusing primarily on patterns within the United States. We then add some important nuance, discussing some ways in which patterns vary by social class and race. Given that much recent work on gender and mathematics has been situated outside of traditional mathematics education frames, we consider how ongoing work in psychology and gender studies can contribute to our understanding, using interview data from a study of woman’s experiences in a mathematics Ph.D. program. Ultimately, we argue that mathematics education researchers bring unique expertise to the table and have a particular role to play in building upon work in other fields to further the work on gender and mathematics.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48157555","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: 8
Student or Teacher? A Look at How Students Facilitate Public Sensemaking During Collaborative Groupwork 学生还是老师?看学生如何在合作小组作业中促进公共意义
Journal of Urban Mathematics Education Pub Date : 2020-04-30 DOI: 10.21423/JUME-V13I1A372
Michelle Lo, Jennifer L. Ruef
{"title":"Student or Teacher? A Look at How Students Facilitate Public Sensemaking During Collaborative Groupwork","authors":"Michelle Lo, Jennifer L. Ruef","doi":"10.21423/JUME-V13I1A372","DOIUrl":"https://doi.org/10.21423/JUME-V13I1A372","url":null,"abstract":"As institutions strive to improve teaching and learning for all, educators must consider equitable instruction. In particular, equitable distributions of authority and agency among students. The authors define distribution of authority as shared opportunities for decision-making in enacting mathematical tasks, and agency as the power to carry out these self-made decisions. Equitable distributions of authority and agency can be enhanced in mathematics public sensemaking classrooms where students participate in discourse as active members of the classroom. In public sensemaking classrooms, students understand and acknowledge one another's ideas, present and revise arguments, and take risks by sharing ideas. This study investigates one group of students and how they positioned one another during mathematical groupwork in a public sensemaking classroom, as well as how the positioning impacted the distribution of agency and authority. Analyses indicate that one student replicates the role of teacher by redistributing authority and agency back to other students. The findings intend to inform classroom teachers of the positioning patterns that may occur during groupwork, and the effectiveness of public sensemaking classrooms on distributing authority and agency equitably during groupwork.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47467732","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
Do We Really Want Urban Students to Achieve in Mathematics 我们真的希望城市学生在数学上取得成就吗
Journal of Urban Mathematics Education Pub Date : 2019-12-20 DOI: 10.21423/jume-v12i1a376
C. Lewis
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引用次数: 0
Duty is Necessary, Passion is Sufficient: It Takes Both Conditions 责任是必要的，激情是充足的：这需要两个条件
Journal of Urban Mathematics Education Pub Date : 2019-12-20 DOI: 10.21423/JUME-V12I1A379
R. Capraro
{"title":"Duty is Necessary, Passion is Sufficient: It Takes Both Conditions","authors":"R. Capraro","doi":"10.21423/JUME-V12I1A379","DOIUrl":"https://doi.org/10.21423/JUME-V12I1A379","url":null,"abstract":"","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45874278","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
"and a Little Child Shall Lead Them" "一个小孩子将带领他们"
Journal of Urban Mathematics Education Pub Date : 2019-12-20 DOI: 10.21423/JUME-V12I1A375
J. Leonard
{"title":"\"and a Little Child Shall Lead Them\"","authors":"J. Leonard","doi":"10.21423/JUME-V12I1A375","DOIUrl":"https://doi.org/10.21423/JUME-V12I1A375","url":null,"abstract":"","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68575019","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
2008 -- Racism, Assessment, and Instructional Practices: Implications for Mathematics Teachers of African American Students 2008年——种族主义、评估和教学实践：对非裔美国学生数学教师的启示
Journal of Urban Mathematics Education Pub Date : 2018-12-11 DOI: 10.21423/jume-v11i1-2a358
Julius Davis, D. Martin
{"title":"2008 -- Racism, Assessment, and Instructional Practices: Implications for Mathematics Teachers of African American Students","authors":"Julius Davis, D. Martin","doi":"10.21423/jume-v11i1-2a358","DOIUrl":"https://doi.org/10.21423/jume-v11i1-2a358","url":null,"abstract":"","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44082959","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
January 2008--December 2018 2008年1月至2018年12月
Journal of Urban Mathematics Education Pub Date : 2018-12-11 DOI: 10.21423/jume-v11i1-2a365
J. Reviewers
{"title":"January 2008--December 2018","authors":"J. Reviewers","doi":"10.21423/jume-v11i1-2a365","DOIUrl":"https://doi.org/10.21423/jume-v11i1-2a365","url":null,"abstract":"","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46385926","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
2018 -- He Who Feels It, Knows It: Rejecting Gentrification and Trauma for Love and Power in Mathematics for Urban Communities 2018年——有感觉的人，知道的人：城市社区数学中的爱和权力拒绝绅士化和创伤
Journal of Urban Mathematics Education Pub Date : 2018-12-11 DOI: 10.21423/jume-v11i1-2a355
L. Matthews
{"title":"2018 -- He Who Feels It, Knows It: Rejecting Gentrification and Trauma for Love and Power in Mathematics for Urban Communities","authors":"L. Matthews","doi":"10.21423/jume-v11i1-2a355","DOIUrl":"https://doi.org/10.21423/jume-v11i1-2a355","url":null,"abstract":"Having read Tate’s article soon after beginning my PhD studies (circa 2000), it was one of my earliest awakenings in the field. It had crystalized a prior visit to a Wisconsin classroom on culturally relevant pedagogy taught by Professor Gloria Ladson-Billings and the admonition she spoke to me after class: “Lou, we don’t need another study on functions” (referencing the cognitively guided instruction dominant mathematics culture at my university). I understood this we. Our people. My people. It was the felt presence of my community and communities of the African and Caribbean diaspora upon whose hopes and dreams this work is pursued. Yet, Tate’s call was the harbinger of a more intrusive element in the mathematics of our people—the mathematics education reform enterprise itself.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42590820","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
2018 -- Redefining Black Students' Success and High Achievement in Mathematics Education: Toward a Liberatory Paradigm 2018——重新定义黑人学生在数学教育中的成功和高成就：走向解放范式
Journal of Urban Mathematics Education Pub Date : 2018-12-11 DOI: 10.21423/jume-v11i1-2a359
Julius Davis
{"title":"2018 -- Redefining Black Students' Success and High Achievement in Mathematics Education: Toward a Liberatory Paradigm","authors":"Julius Davis","doi":"10.21423/jume-v11i1-2a359","DOIUrl":"https://doi.org/10.21423/jume-v11i1-2a359","url":null,"abstract":"JULIUS DAVIS is an associate professor in the Department of Teaching, Learning, and Professional Development in the College of Education at Bowie State University, 14000 Jericho Park Road, Bowie, MD 20715; email: jldavis@bowiestate.edu. His research and scholarly interest focus on Black male students and teachers, critical race theory, culturally relevant pedagogy, and social justice in mathematics education. Redefining Black Students’ Success and High Achievement in Mathematics Education: Toward a Liberatory Paradigm","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46412458","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
Celebrating a Decade of Critical Mathematics Education Knowledge Dissemination: A Movement of People/Revolutionaries 庆祝批判数学教育知识传播十年:人民/革命者的运动
Journal of Urban Mathematics Education Pub Date : 2018-12-11 DOI: 10.21423/jume-v11i1-2a353
David Stinson
{"title":"Celebrating a Decade of Critical Mathematics Education Knowledge Dissemination: A Movement of People/Revolutionaries","authors":"David Stinson","doi":"10.21423/jume-v11i1-2a353","DOIUrl":"https://doi.org/10.21423/jume-v11i1-2a353","url":null,"abstract":"DAVID W. STINSON is 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":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47251778","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
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