# bib

id: jume-466
author: Chang, Jonas
title: Reviewer Acknowledgment 2021
date: 2021-12-21
pages: 1
extension: .pdf
mime: application/pdf
words: 253
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flesch: 22
cache: cache/jume-466.pdf
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summary:
  Reda Abuelwan, Sultan Qaboos University Tufan Adiguzel, Ozyegin University Joel Amidon, University of Mississippi Tonya Bartell, Michigan State University Dan Battey, Rutgers University Mary Margaret Capraro, Texas A&M University Matthew G. Caputo, Harmony School of Science–High Marta Civil, University of Arizona Sarah Coppersmith, University of Missouri–St. Louis Sencer Corlu, Bahçeşehir University Jahneille Cunningham, University of California, Los Angeles Elizabeth de Freitas, Manchester Metropolitan University Gregory Downing, North Carolina Central University Melva R. Grant, Old Dominion University Brian R. Lawler, Kennesaw State University Danny Bernard Martin, University of Illinois at Chicago Alesia Mickle Moldavan, Fordham University Terrell Morton, University of Missouri Vern Nelson, University of Minnesota Kristie Jones Newton, Temple University Francis M. Nzuki, Stockton University Nickolaus Ortiz, Georgia State University Ayanna Perry, Knowles Teacher Initiative Diana Piccolo, Missouri State University Judtih Quander, University of Houston–Downtown Mary Candace Raygoza, Saint Mary’s College of California Madeline Ortiz Rodriguez, University of Florida Ksenija Simic-Muller, Pacific Lutheran University Nathalie Sinclair, Simon Fraser University Carmen Georgina Thomas-Browne, University of Pittsburgh Brian Tweed, Massey University Jamaal Rashad Young, Texas A&M University Microsoft Word - Reviewer Acknowledgement 2021.docx *


id: jume-350
author: Reviewers, JUME
title: January 2016--December 2017
date: 2017-12-29
pages: 1
extension: .pdf
mime: application/pdf
words: 359
sentence: 5
flesch: -17
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summary:
  http://education.gsu.edu/JUME Journal of Urban Mathematics Education Vol. 10, No. 2 REVIEWER ACKNOWLEDGMENT January 2016–December 2017* Glenda Anthony, Massey University Lorraine Baron Tonya Bartell, Michigan State University Dan Battey, Rutgers University Nermin Bayazit, Fitchburg State University John Bragelman, University of Illinois at Chicago Susan Cannon, Georgia State University Robert Capraro, Texas A&M University Theodore Chao, The Ohio State University Ervin China, Georgia State University Marta Civil, University of Arizona Stephanie Cross, Georgia State University Corey Drake, Michigan State University Anthony Fernandes, University of North Carolina Charlotte Mary Foote, Queens College, CUNY Toya Jones Frank, George Mason University Maisie Gholson, University of Michigan Susan Gregson, University of Cincinnati Eric Gutstein, University of Illinois at Chicago Jessica Hale, Georgia State University Victoria Hand, University of Colorado Shandy Hauk, WestEd Crystal Hill, Indian University-Purdue University Indianapolis Keith Howard, Chapman University Signe Kastberg, Purdue University Rick Kitchen, University of Wyoming Gregory Larnell, University of Illinois at Chicago Brian Lawler, Kennesaw State University Jacqueline Leonard, University of Wyoming Danny Martin, University of Illinois at Chicago Jasmine Mathis, Georgia State University Percival Matthews, University of Wisconsin- Madison Maxine McKinney de Royston, University of Wisconsin-Madison Alesia Mickle Moldavan, Georgia State University Eduardo Mosqueda, University of California, Santa Cruz Sarah Oppland-Cordell, Northern Illinois University Alexandre Pais, Manchester Metropolitan University Angela Lopez Pedrana, University of Houston Downtown Elijah Porter, Georgia State University Arthur Powell, Rutgers University-Newark Mary Raygoza, Saint Mary’s College Laurie Rubel, Brooklyn College, CUNY Tesha Sengupta-Irving, Vanderbilt University James Telese, University of Texas at Brownsville Luz Valoyes-Chávez, University of Chile, Santiago Anita Wager, Vanderbilt University Erica Walker, Teachers College Columbia University Craig Willey, Indiana University-Purdue University Indianapolis Morgin Jones Williams, University of South Carolina Beaufort Maria Zavala, San Francisco State University * Journal of Urban Mathematics Education December 2017, Vol. 10, No. 2, p. 146 ©JUME.


id: jume-422
author: Chang, Jonas
title: Reviewer Acknowledgement 2020
date: 2020-11-30
pages: 1
extension: .pdf
mime: application/pdf
words: 397
sentence: 6
flesch: -11
cache: cache/jume-422.pdf
txt: txt/jume-422.txt
summary:
  Nathan Alexander, University of San Francisco Joel Amidon, University of Mississippi David Barnes, Washington University in St. Louis Tonya Bartell, Michigan State University Dan Battey, Rutgers University Joanne Becker, San Jose State University Clare Bell, University of Missouri – Kansas City Alexandra Bella, University of British Columbia Robert Berry III, University of Virginia Viveka Borum, Spelman College Jonathan Bostic, Bowling Green State University Angela Brown, Piedmont College Theodore Chao, Ohio State University Marta Civil, University of Arizona David Cook, Texas Tech University Gregory Downing, North Carolina Central University Gheorghita Faitar, D’Youville College Imani Goffney, University of Maryland Susan Gregson, University of Cincinnati Barbro Grevholm, Universitetet i Agder Shandy Hauk, San Francisco State University Jodie Hunter, Massey University Kara Jackson, University of Washington Jennifer Jones, Farleigh Dickinson University Nicole Joseph, Vanderbilt University Joanne Kantner, Joliet Junior College Richard Kitchen, University of Wyoming Matt Larson, National Council of Teachers of Mathematics Brian Lawler, Kennesaw State University Luis Leyva, Vanderbilt University Danny Martin, University of Illinois – Chicago Oren McClain, Loyola University Maryland Ebony McGee, Vanderbilt University Hazel McKenna, Utah Valley University Alexander Moore, Virginia Polytechnic Institute and State University Eduardo Mosqueda, University of California – Santa Cruz Charles Munter, University of Missouri Vern Nelson, University of Minnesota – Twin Cities Kristie Newton, Temple University Sheila Orr, Michigan State University Ayanna Perry, Knowles Teacher Initiative Diana Piccolo, Missouri State University Elijah Porter, Georgia State University Judith Quander, University of Houston – Downtown Mary Raygoza, St. Mary’s College Warren Roane, Humble Independent School District Madeline Ortiz-Rodriguez, University of Florida Walter Secada, University of Miami James Sheldon, University of Arizona Ksenija Simic-Muller, Pacific Lutheran University Megan Staples, University of Connecticut Dorian Stoilescu, Western Sydney University Marilyn Strutchens, Auburn University Dalene Swanson, University of Stirling Brian Tweed, Massey University Luz Valoyes-Chávez, Universidad de Chile Katherine Vela, Utah State University Trevor Warburton, Utah Valley University Craig Willey, Indiana University – Perdue University Indiana John Williams III, Texas A&M University Emily Yanisko, Urban Teachers Baltimore * Microsoft Word - Reviewer Acknowledgement 2020.docx Journal of Urban Mathematics Education December 2020, Vol. 13, No. 2, p. 87


id: jume-376
author: Lewis, Chance
title: The Decision: Do We Really Want Urban Students to Achieve in Mathematics
date: 2019-12-20
pages: 4
extension: .pdf
mime: application/pdf
words: 1902
sentence: 73
flesch: 50
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summary:
  I want to be crystal clear that anytime I note the terms urban students, urban education, or urban environments, I am focusing on the broader population of urban students that are the aim of the mis- sion of this journal. This editorial will challenge each of us to consider if and how we are going to maximize our positions within the Academy to improve the mathematical identity and agency of urban students.


id: jume-354
author: Matthews, Lou Edward
title: 2008 -- Illuminating Urban Excellence: A Movement of Change within Mathematics Education
date: 2018-12-11
pages: 4
extension: .pdf
mime: application/pdf
words: 1778
sentence: 74
flesch: 38
cache: cache/jume-354.pdf
txt: txt/jume-354.txt
summary:
  An example of this kind of scholarship that positions excel- lence as a starting point from which to examine urban mathematics reform is Gutiérrez’s (2000) “Urban Youth in Mathematics: Unpacking the Success of One Math Department.” The following mission statement heralds this initiative: To foster a transformative global academic space in mathematics that embraces critical research, emancipatory pedagogy, and scholarship of engagement in urban communities.


id: jume-404
author: Leonard, Jacqueline
title: Black Lives Matter in Teaching Mathematics for Social Justice
date: 2020-07-02
pages: 7
extension: .pdf
mime: application/pdf
words: 2204
sentence: 126
flesch: 58
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txt: txt/jume-404.txt
summary:
  Leonard Black Lives Matter in Teaching Mathematics Journal of Urban Mathematics Education Vol. 13, No. 1B (Special Issue) 6 hen Alex Haley (1976) wrote his poignant novel, Roots, it was not only ground-breaking for Black America but an opportunity for America to come to grips with its historical past. After the death of Trayvon Martin in Florida, W Leonard Black Lives Matter in Teaching Mathematics Journal of Urban Mathematics Education Vol. 13, No. 1B (Special Issue) 7 #BlackLivesMatter (#BLM) became a national cry when three women—Patrisse Cullors, Opal Tometi, and Alicia Garza—created the hashtag (Taylor, 2016).


id: jume-444
author: Ladson-Billings, Gloria
date: 2021-11-18
pages: 5
extension: .pdf
mime: application/pdf
words: 2486
sentence: 118
flesch: 53
cache: cache/jume-444.pdf
txt: txt/jume-444.txt
title:
  Does That Count? How Mathematics Education Can Support Justice-Focused Anti-Racist Teaching and Learning

summary:
  In another instance, a student complained to his teacher that the school’s “no hat” rule was applied in a discriminatory way against Black students. His book Radical Equations: Civil Rights From Mississippi to the Alge- bra Project (Moses & Cobb, 2002) described how he saw Black students being ex- cluded from the thinking and reasoning that undergirds mathematics.


id: jume-48
author: Jett, Christopher C.
date: 2009-12-18
pages: 6
extension: .pdf
mime: application/pdf
words: 2672
sentence: 124
flesch: 42
cache: cache/jume-48.pdf
txt: txt/jume-48.txt
title:
  Mathematics, an Empowering Tool of Liberation?: A Review of Mathematics Teaching, Learning, and Liberation in the Lives of Black Children

summary:
  Notwithstanding, this book is a significant contribution to the education commu- nity in general and the mathematics education community in particular because of the dominance of voices of Black mathematics education scholars and teacher educators and the powerful narratives produced by Black children themselves. But what about enhancing the phrase—both in concept and in practice—by coupling mathematics teaching and learning with li- beration in the name of Black children?


id: jume-52
author: Dawson, Ira David
title: How Did I Get This Way? How Bad Is the Damage? and How Do I Fix It?
date: 2009-12-18
pages: 6
extension: .pdf
mime: application/pdf
words: 2823
sentence: 156
flesch: 60
cache: cache/jume-52.pdf
txt: txt/jume-52.txt
summary:
  Critical mathematics pedago- gues therefore should create lifelong learners who strive to learn and use the full potential of the growing power and privilege of mathemacy. I never really knew what the elders meant by this statement until the last few years of teaching mathematics to high-SES students at a private school.


id: jume-54
author: Stinson, David W.
date: 2009-12-18
pages: 5
extension: .pdf
mime: application/pdf
words: 2482
sentence: 141
flesch: 58
cache: cache/jume-54.pdf
txt: txt/jume-54.txt
title:
  Mathematics Teacher Educators as Cultural Workers: A Dare to Those Who Dare to Teach (Urban?) Teachers

summary:
  Being relatively new to the profession of teacher education, I thought that the current assault on colleges and schools of education was a new phenomenon, somehow a means of surveillance and discip- line (Foucault, 1975/1995), similar to the solidifying surveillance and discipline that is occurring in K–12 schools. Just how might I precisely articulate my vision for an effective urban ma- thematics teacher education program or urban teacher education program in gen- eral?


id: jume-379
author: Capraro, Robert M.
title: Duty is Necessary, Passion is Sufficient: It Takes Both Conditions
date: 2019-12-20
pages: 7
extension: .pdf
mime: application/pdf
words: 3575
sentence: 153
flesch: 58
cache: cache/jume-379.pdf
txt: txt/jume-379.txt
summary:
  I liked the scholarly dialog that took place on the journal’s pages and the balance of new scholars who found a home for their work amongst the work of more established scholars. My experience with editing and my service on editorial boards provide the background and skills necessary to deal with the complexity of our field and the flex- ibility that it demands.


id: jume-562
author: Capraro , Robert M.; Young, Jamaal Rashad
title: Equity, Excellence, and Editorial Ethics: You’re an Editor, Now What?
date: 2023-07-01
pages: 9
extension: .pdf
mime: application/pdf
words: 3969
sentence: 214
flesch: 42
cache: cache/jume-562.pdf
txt: txt/jume-562.txt
summary:
  Capraro & Young Editorial 6 Journal of Urban Mathematics Education Vol. 16, No. 1 Open access and DOIs are just one part of ensuring equitable access to the contents of Journal of Urban Mathematics Education. Journal editors: Are we friend of foe?


id: jume-398
author: Moldavan, Alesia Mickle
title: A Call for Critical Reads of “Trouble” Texts that Inform Urban Mathematics Education
date: 2020-12-05
pages: 9
extension: .pdf
mime: application/pdf
words: 4014
sentence: 210
flesch: 46
cache: cache/jume-398.pdf
txt: txt/jume-398.txt
summary:
  This forces the field of urban mathematics education to engage in “inter- preting and reinterpreting the definition and conceptualization of urban education amid a confluence of significant changes in demographics as well as economic and social circumstances” (Welsh & Swain, 2020, p. 99). Urban mathematics education.


id: jume-362
author: Leonard, Jacqueline; Evans, Brian R.
title: 2018 -- Revisiting the Influence of Math Links: Building Learning Communities in Urban Settings
date: 2018-12-11
pages: 10
extension: .pdf
mime: application/pdf
words: 4595
sentence: 246
flesch: 55
cache: cache/jume-362.pdf
txt: txt/jume-362.txt
summary:
  In that article, it was acknowledged that changing teacher attitudes and beliefs can be challenging, but nonetheless accomplished. Perhaps the most impactful and sustained influence of Math Links is the shift in emphasis on the affective variables related to high-quality and effective teaching, such as teacher attitudes and beliefs, self-efficacy, culturally responsive pedagogy, social justice, and rapport and trust between teacher and students.


id: jume-424
author: Friedrich, Jami; Jenkins, Tynetta
date: 2021-12-21
pages: 12
extension: .pdf
mime: application/pdf
words: 5599
sentence: 257
flesch: 49
cache: cache/jume-424.pdf
txt: txt/jume-424.txt
title:
  Leveling the Playing Field : Addressing the Culture of Urban Mathematics Education in Black, Brown, Bruised: How Racialized STEM Education Stifles Innovation

summary:
  Hire counselors of color who specialize in the trauma experienced by STEM higher education students (and faculty) 4. International Journal of STEM Education, 5(10), 1–14. https://doi.org/10.1186/s40594-018-0115-6


id: jume-353
author: Stinson, David W.
date: 2018-12-11
pages: 6
extension: .pdf
mime: application/pdf
words: 2368
sentence: 79
flesch: 37
cache: cache/jume-353.pdf
txt: txt/jume-353.txt
title:
  Celebrating a Decade of Critical Mathematics Education Knowledge Dissemination: A Movement of People/Revolutionaries

summary:
  Her words certainly have come to the fore as I have been thinking about writing this, my last editorial for the Journal of Urban Mathematics Education (JUME) after a decade S http://education.gsu.edu/JUME mailto:dstinson@gsu.edu Stinson Editorial Journal of Urban Mathematics Education Vol. 11, No. 1&2 2 as editor in chief. Associate Editor January 2008–July 2015 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/365/240 Stinson Editorial Journal of Urban Mathematics Education Vol. 11, No. 1&2


id: jume-372
author: Lo, Michelle; Ruef, Jennifer
date: 2020-04-30
pages: 19
extension: .pdf
mime: application/pdf
words: 7777
sentence: 443
flesch: 54
cache: cache/jume-372.pdf
txt: txt/jume-372.txt
title:
  Student or Teacher? A Look at How Students Facilitate Public Sensemaking During Collaborative Groupwork

summary:
  Thus, generalizing student positioning in the classroom is beyond the scope of this paper. Exploring the central role of student authority relations in collaborative mathematics.


id: jume-55
author: Reviewers, JUME
title: January 2008--December 2009
date: 2009-12-18
pages: 2
extension: .pdf
mime: application/pdf
words: 450
sentence: 3
flesch: -95
cache: cache/jume-55.pdf
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summary:
  http://education.gsu.edu/JUME Journal of Urban Mathematics Education Vol. 2, No. 2 72 REVIEWER ACKNOWLEDGMENT January 2008–December 2009 Reda Abuelwan, Sultan Qaboos University Dan Battey, Arizona State University Joanne Becker, San Jose State University Clare Bell, University of Missouri Robert Berry, University of Virginia Tonya Bartell, University of Delaware Angela Brown, Piedmont College Evelyn Brown David Brown, Texas A&M University, Commerce Joan Bruner-Timmons, Miami-Dade County Public Schools Lecretia Buckley, Jackson State University Leonides Bulalayao Gustavo Bermúdez Canzani Theodore Chao, University of Texas, Austin Carrie Chiappetta, Stamford Public Schools Karen Cicmanec, Morgan State University Marta Civil, University of Arizona Raeshaun Costley Ubiratan D'Ambrosio Ella-Mae Daniel, Florida A&M University Julius Davis, University of Maryland Donna Dodson Marilyn Evans, National Council of Teachers of Mathematics Cassie Freeman, University of Chicago Joseph Furner, Florida Atlantic University Mary Foote, Queens College, City University of New York Imani Goffney, University of Michigan Lidia Gonzalez, York College, City University of New York Susan Gregson, University of Illinois, Urbana-Champaign Barbro Grevholm, University of Agder Victoria Hand, University of Colorado, Boulder Shandy Hauk, University of Northern Colorado Daphne Heywood, University of Toronto Crystal Hill, Indian University Purdue University Indianapolis Leslie Hooks, Forth Worth Independent School District Tisha Hyman Christopher Jett, Georgia State University Alanna Johnson Jason Johnson, Middle Tennessee State University Martin Johnson, University of Maryland Shelly Jones, Central Connecticut State University Karen King, New York University Richard Kitchen, University of New Mexico Steven Kramer, Baltimore Freedom Academy Brian Lawler, California State University, San Marcos Della Leavitt Jacqueline Leonard, Temple University Dorothy Lewis-Grace, Dekalb County Public Schools Sarah Lubienski, University of Illinois, Urban Champaign Danny Martin, University of Illinois, Chicago Donna McCaw, Western Illinois University Jennifer McCray, Erikson Institute Allison McCulloch, North Carolina State University Regina Mistretta, St. john’s University Kamau Mposi Mayen Nelson, Houston Independent School District Madeline Ortiz-Rodriguez, InterAmerican University of Puerto Rico Pamela Paek, National Center for the Improvement of Educational Assessment Angiline Powell, University of Memphis Journal of Urban Mathematics Education Vol. 2, No. 2 73 Arthur Powell, Rutgers, The State University of New Jersey Malik Richardson, Charlotte Mecklenburg Schools Fatimah Saleh, Universiti Sains Malaysia Walter Secada, University of Miami Stanley Shaheed, Dekalb County Public Schools Joi Spencer, University of San Diego Megan Staples, University of Connecticut William Tate, Washington University James Telese, University of Texas, Brownsville La Mont Terry, Occidental College Carmen Thomas-Browne, Art Institute of Pittsburgh Thomas Thrasher David Wagner, University of New Brunswick Erica Walker, Teachers College, Columbia Hersh Waxman, Texas A&M University Desha Williams, Kennesaw State University Maya Wolf Microsoft Word - Author Approved Reviewer Acknowledgment Vol 2, No 2.doc Journal of Urban Mathematics Education December 2009, Vol. 2, No. 2, pp.


id: jume-389
author: Cannon, Susan Ophelia
title: A Call for Field Disruptions and Connections in Mathematics Education Research
date: 2020-11-13
pages: 16
extension: .pdf
mime: application/pdf
words: 7598
sentence: 410
flesch: 45
cache: cache/jume-389.pdf
txt: txt/jume-389.txt
summary:
  While the Journal for Research in Math- ematics Education has been making moves through its editorial pages to “firm up” what counts as mathematics education research (e.g. Cai et al., 2019), it is especially important that the Journal of Urban Mathematics Education make moves through this section and throughout its pages to re-affirm its commitment to different ways of doing science in mathematics education. Gutiérrez is not the first leader in the field of mathematics education research to call on the community to think about mathematics education research differently.


id: jume-382
author: Henson , Robin ; Stewart, Genéa ; Bedford, Lee
title: Key Challenges and Some Guidance on Using Strong Quantitative Methodology in Education Research
date: 2020-11-13
pages: 18
extension: .pdf
mime: application/pdf
words: 8201
sentence: 440
flesch: 45
cache: cache/jume-382.pdf
txt: txt/jume-382.txt
summary:
  Henson et al. (2010) identified and emphasized deficiencies in quantitative and research methods training in education doctoral programs that may lead to usage er- rors and reporting problems in research articles. It is impossible to provide comprehensive guidance in one article, but we address some key challenges and best practices in quantitative research in the following domains: causal inferences, measurement, handling missing data, testing for assumptions, ad- dressing nested data, and evidence for outcomes.


id: jume-50
author: Chu, Haiwen; Rubel, Laurie H.
date: 2010-12-08
pages: 20
extension: .pdf
mime: application/pdf
words: 9470
sentence: 428
flesch: 55
cache: cache/jume-50.pdf
txt: txt/jume-50.txt
title:
  Learning to Teach Mathematics in Urban High Schools: Untangling the Threads of Interwoven Narratives

summary:
  Leaving aside the elusiveness of a definition of equity, what does it look like to zoom in, from the landscape of national priorities to a small learning community of mathematics teachers, and then to the trajectory of an individual member of that community? As we share our respective narratives, we un- tangle the threads of our individual stories as they interweave over time, around our learning, as mathematics teachers and teacher educators, about equity ped- agogy in mathematics.


id: jume-427
author: Cho, Seonhee
date: 2022-05-27
pages: 23
extension: .pdf
mime: application/pdf
words: 9748
sentence: 503
flesch: 48
cache: cache/jume-427.pdf
txt: txt/jume-427.txt
title:
  Mathematic Lesson Design for English Learners Versus Non-English Learners From Perspectives of Equity and Intersection

summary:
  When what routinely happens conflicts with what ought to be done: A scenario-based assessment of secondary mathematics teachers’ de- cisions. Teaching mathematics for social justice: Reflections on a community of prac- tice for urban high school mathematics teachers.


id: jume-53
author: Williams, Candace L.
title: My Intimacy with Pedagogy of the Oppressed
date: 2009-12-18
pages: 6
extension: .pdf
mime: application/pdf
words: 2721
sentence: 116
flesch: 57
cache: cache/jume-53.pdf
txt: txt/jume-53.txt
summary:
  Venezuela (1999) refers to this curriculum approach to learning as subtractive schooling (as seen through my experience in the Psychology course) and iterates that these policies and practices are designed to divest certain students of their culture and language. I had ultimately succeeded to become a part of an ―elite‖ class of students at a highly selective, prestigious, private university, and here I was, being reminded that it was a huge mistake.


id: jume-360
author: Paek, Pamela L.
date: 2018-12-11
pages: 23
extension: .pdf
mime: application/pdf
words: 10634
sentence: 432
flesch: 46
cache: cache/jume-360.pdf
txt: txt/jume-360.txt
title:
  2008 -- Practices Worthy of Attention: A Search for Existence Proofs of Promising Practitioner Work in Secondary Mathematics

summary:
  After mathematics teachers provide a lesson and tasks for students to engage in, students break into small learning groups to work on projects that require them to apply the mathematics concept to a hands-on activity. In New York City and Den- ver Public Schools, mathematics teachers work closely with teachers who specialize in teaching students with special needs, learning how to maintain rigorous content standards while supporting students learning English or students in special educa- tion.


id: jume-47
author: Mosqueda, Eduardo
date: 2010-07-09
pages: 25
extension: .pdf
mime: application/pdf
words: 10516
sentence: 522
flesch: 50
cache: cache/jume-47.pdf
txt: txt/jume-47.txt
title:
  Compounding Inequalities: English Proficiency and Tracking and Their Relation to Mathematics Performance Among Latina/o Secondary School Youth

summary:
  His work suggests that the existence of a minimal threshold level of profi- ciency in English students must reach—a level of cognitive academic language proficiency (CALP)—to function effectively on academic tasks that are cogni- tively demanding (Cummins, 1986). Expanding Cummins’ (1986) notion of academic language proficiency even further, mathematics education researchers argue that, to be successful in ad- vanced secondary school mathematics courses, non-English proficient students must reach a “technical threshold” of English proficiency that is beyond the CALP threshold (Burns, Gerance, Mestre & Robinson, 1983).


id: jume-495
author: Clark, Daniel; Jerome, Angela
date: 2023-07-01
pages: 23
extension: .pdf
mime: application/pdf
words: 10017
sentence: 493
flesch: 52
cache: cache/jume-495.pdf
txt: txt/jume-495.txt
title:
  Applying Symbolic Convergence Theory to Pre-service Teachers’ Responses to Mathematics Education Organizations’ Statements on Racial Violence

summary:
  Social rhetorical visions “stress such elements as humaneness, social concern, family, brotherhood and sister- hood, and so forth” (p. 288). They argued that rhetorical vision is the central message structure concept of SCT and retained the definition of rhetorical vision (Bormann, 1972) as outlined above.


id: jume-406
author: Pourdavood, Roland Ghollam; Yan, Meng
title: Teaching Mathematics and Science Through a Social Justice Lens
date: 2022-12-14
pages: 23
extension: .pdf
mime: application/pdf
words: 11367
sentence: 585
flesch: 49
cache: cache/jume-406.pdf
txt: txt/jume-406.txt
summary:
  An analysis of student teacher lessons. They concluded that when teacher educators model teaching mathematics for social justice and culturally relevant pedagogy in their methods courses and professional development sessions, mathematics teachers can envision how to implement this pedagogy in their daily classroom instruction.


id: jume-377
author: Lubienski, Sarah; Ataide Pinheiro, Weverton
title: Gender and Mathematics: What Can Other Disciplines Tell Us? What is Our Role?
date: 2020-04-30
pages: 14
extension: .pdf
mime: application/pdf
words: 6372
sentence: 346
flesch: 51
cache: cache/jume-377.pdf
txt: txt/jume-377.txt
summary:
  We think much can be gained by such an interdisciplinary approach, and so we embark on a small version of multi-disciplinary conversation here, highlighting how recent work in psychology and gender studies can complement—but not replace the need for—mathematics education research on gender and mathematics. Gender Studies Whereas psychology helps us understand Kelly’s choices as shaped by her in- dividual values and expectations, gender studies helps us focus more on broader so- cietal influences.


id: jume-357
author: Tate, William F.
title: 2008 -- Putting the "Urban" in Mathematics Education Scholarship
date: 2018-12-11
pages: 5
extension: .pdf
mime: application/pdf
words: 2190
sentence: 158
flesch: 50
cache: cache/jume-357.pdf
txt: txt/jume-357.txt
summary:
  More specifically, I will argue that there are lessons to be learned from the social sciences literature that can inform the advancement of a robust, the- oretically based, empirical project in urban mathematics education research. This history suggests there is an intellectual space for urban mathematics education research.


id: jume-364
author: Skovsmose, Ole; Scandiuzzi, Pedro Paulo; Valero, Paola; Alrø, Helle
date: 2018-12-11
pages: 25
extension: .pdf
mime: application/pdf
words: 12105
sentence: 778
flesch: 68
cache: cache/jume-364.pdf
txt: txt/jume-364.txt
title:
  2008 -- Learning Mathematics in a Borderland Position: Students Foregrounds and Intentionality in a Brazilian Favela

summary:
  Escaping a harsh life might be a reason to learn, however, not powerful enough to give full meaning to school mathematics. It might well be that stronger desires for the fu- ture bring better reasons to want to remember school mathematics.


id: jume-358
author: Davis, Julius; Martin, Danny Bernard
date: 2018-12-11
pages: 24
extension: .pdf
mime: application/pdf
words: 11564
sentence: 530
flesch: 44
cache: cache/jume-358.pdf
txt: txt/jume-358.txt
title:
  2008 -- Racism, Assessment, and Instructional Practices: Implications for Mathematics Teachers of African American Students

summary:
  His research focuses on understanding how issues of race and racism shape the lived realities, schooling, and mathematics education of African American students. KEYWORDS: African American students, assessment, instructional practice, racial hierarchy, racism lthough the phrase “teaching to the test” has been spoken in hallways and teachers’ lounges throughout the nation’s public schools for decades, with the passage of the No Child Left Behind Act of 2001 (NCLB),2 the phrase has become somewhat of a formalized instructional practice.


id: jume-409
author: Song, Kim; Coppersmith, Sarah
date: 2020-11-13
pages: 27
extension: .pdf
mime: application/pdf
words: 12160
sentence: 607
flesch: 48
cache: cache/jume-409.pdf
txt: txt/jume-409.txt
title:
  Working Toward Linguistically and Culturally Responsive Math Teaching through a Year-Long Urban Teacher Training Program for English Learners 

summary:
  In summary, we found that teachers used tools to support mathematics-related and meta[cognitive]-mathematics teaching practices, but they still needed to develop linguistically and culturally responsive mathematics teaching activities and assess- ments in order to truly help ELs enhance their mathematics content knowledge and its application as well as their critical thinking skills. The re- searchers 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?


id: jume-44
author: Chahine, Iman C.; Clarkson, Lesa M. Covington
date: 2010-07-09
pages: 16
extension: .pdf
mime: application/pdf
words: 5423
sentence: 228
flesch: 42
cache: cache/jume-44.pdf
txt: txt/jume-44.txt
title:
  Collaborative Evaluative Inquiry: A Model for Improving Mathematics Instruction in Urban Elementary Schools

summary:
  Teacher implementation. As noted, to assess the level of teacher implementation, classroom interac- tions were videotaped during teachers’ implementations of the interventions.


id: jume-271
author: Jett, Christopher C.
title: An Urban Mathematics Education Book Review?: Considerations for JUME Book Review Authors
date: 2015-07-30
pages: 3
extension: .pdf
mime: application/pdf
words: 1126
sentence: 63
flesch: 48
cache: cache/jume-271.pdf
txt: txt/jume-271.txt
summary:
  I encourage book review authors to read Tate (2008) to consider the im- portance of positioning urban in mathematics education scholarship, in particular, and Milner (2012) to consider evolving conceptualizations of urban education, in general. Of course, book review authors should consider the customary elements associated with a book review such as understanding the context (i.e., cultural, his- torical, political, racial, social, and so on) from which the book was written, high- lighting special features of the book, and providing an overview of its possible con- tributions to the field, to name a few.


id: jume-473
author: Jansen, Amanda
date: 2023-07-01
pages: 30
extension: .pdf
mime: application/pdf
words: 15150
sentence: 807
flesch: 51
cache: cache/jume-473.pdf
txt: txt/jume-473.txt
title:
  Entangling and Disentangling Inquiry and Equity: Voices of Mathematics Education and Mathematics Professors

summary:
  Pursuing questions of joint interest (mathematics inquiry questions, inquiry about inquiry and equity) is a way to build community and relationships. Some participants reported that inquiry questions that addressed social issues could be more interesting or meaningful for their students.


id: jume-375
author: Leonard, Jacqueline
title: and a Little Child Shall Lead Them
date: 2019-12-20
pages: 7
extension: .pdf
mime: application/pdf
words: 3249
sentence: 177
flesch: 57
cache: cache/jume-375.pdf
txt: txt/jume-375.txt
summary:
  In the struggle to integrate public schools, Black children put their lives and bodies on the line to integrate public schools in the South and to bring about the potential for change in the American culture of education (e.g., Clinton Twelve, Little Rock Nine). Black children have mathematical brilliance that needs to be noticed.


id: jume-423
author: Davis, Julius
date: 2022-05-27
pages: 22
extension: .pdf
mime: application/pdf
words: 10622
sentence: 591
flesch: 48
cache: cache/jume-423.pdf
txt: txt/jume-423.txt
title:
  Disrupting Research, Theory, and Pedagogy With Critical Race Theory in Mathematics Education for Black Populations

summary:
  Critical race theory in education scholars center race and push the educational community to consider race as more than just a research variable (Lynn & Dixson, 2013). Doing so would help mathematics education scholars develop a more robust under- standing of CRT's theoretical, methodological, and practical application and mini- mize its misuse in mathematics education.


id: jume-355
author: Matthews, Lou Edward
date: 2018-12-11
pages: 15
extension: .pdf
mime: application/pdf
words: 7149
sentence: 311
flesch: 48
cache: cache/jume-355.pdf
txt: txt/jume-355.txt
title:
  2018 -- He Who Feels It, Knows It: Rejecting Gentrification and Trauma for Love and Power in Mathematics for Urban Communities

summary:
  The public narrative involves the intersectionality and integration of lived experiences and values in and around mathematics (my story); my connectedness to community(ies) within the African and Caribbean diasporas (our story); and the relevance, authenticity, and position- ing of mathematics reform as a liberation force (our mission). The way mathematics reform happens looks and feels like gentrification, a foreign force which devalues and displaces Black and Brown communities.


id: jume-34
author: Anderson, Celia Rousseau; Powell, Angiline
title: A Metropolitan Perspective on Mathematics Education: Lessons Learned from a “Rural” School District
date: 2009-07-26
pages: 17
extension: .pdf
mime: application/pdf
words: 7742
sentence: 364
flesch: 53
cache: cache/jume-34.pdf
txt: txt/jume-34.txt
summary:
  Like Fayette County Schools, district-wide outcomes in Memphis City Schools are below state averages. Similarities and Connections between the “Rural” and “Urban” Contexts As we began our work with Fayette County Schools, we were aware of cer- tain similarities between the two school districts—Memphis City and Fayette County.


id: jume-430
author: Shongwe, Benjamin
date: 2022-05-27
pages: 35
extension: .pdf
mime: application/pdf
words: 14436
sentence: 770
flesch: 46
cache: cache/jume-430.pdf
txt: txt/jume-430.txt
title:
  The Marginalization of 11th-Grade Urban African Students in Proof-Related Pedagogy: An Emancipatory Perspective

summary:
  Similar to other seatwork assessments routinely completed by students, this task may not be the most psychometrically sound assessment of student argumentation perfor- mance, but it is closely related to the realities of instruction and learning in most classrooms (Calfee, 1985). Similar to trends in indigenous Māori schools (Trinick & Stevenson, 2010), the academic achievement of urban African students who come from poorer socioeco- nomic backgrounds is lower than that of students from higher socioeconomic back- grounds, such as Whites, Indians, and Coloreds.


id: jume-426
author: Goffney, Imani; Leonard, Jacqueline; Lewis, Chance
title: I, Too, Am America! Teaching Mathematics for Empowerment
date: 2021-05-27
pages: 12
extension: .pdf
mime: application/pdf
words: 5422
sentence: 293
flesch: 57
cache: cache/jume-426.pdf
txt: txt/jume-426.txt
summary:
  Black students are often isolated and marginalized in mathematics classrooms and experience dehumanizing learning experiences regardless of their economic sta- tus, academic proficiency, or academic potential (Leonard, 2019; Schools could be transformed if teachers saw their work as identifying and con- tributing to the development of the brilliance that Black students bring to school with them.


id: jume-511
author: Young, Jamaal; Candace Raygoza, Mary; Madkins, Tia; Lawler, Brian; Roberts, Thomas
date: 2022-12-14
pages: 7
extension: .pdf
mime: application/pdf
words: 3299
sentence: 154
flesch: 31
cache: cache/jume-511.pdf
txt: txt/jume-511.txt
title:
  Revisiting Urban Mathematics Education: Towards Robust Theoretical, Conceptual, and Analytical Methods

summary:
  However, conducting mathematics education research in urban spaces is only the first step toward urban mathematics education research and fostering quantitative civic reasoning. Although other mathematics education journals and conferences accept scholarship related to urban schools, due to the vast nature of mathematics education research and limitations in journal space, the nuances of spe- cific issues in urban mathematics education (e.g., preparing mathematics teachers well for high-needs urban schools) are underexamined and poorly understood.


id: jume-403
author: Grant, Melva R.; Lincoln, Yvonna
date: 2021-12-21
pages: 15
extension: .pdf
mime: application/pdf
words: 6931
sentence: 283
flesch: 40
cache: cache/jume-403.pdf
txt: txt/jume-403.txt
title:
  A Conversation About Rethinking Criteria for Qualitative and Interpretive Research : Quality as Trustworthiness

summary:
  Nonetheless, that does not sug- gest that there should not be evaluative criteria of quality for qualitative research for those inclined to consider them. As one of the inaugural JUME Associate Editors, Dr. Melva Grant engaged Dr. Yvonna Lincoln as a colleague and friend in an extended conversation theorizing about the trustworthiness of qualitative research, which Yvonna wrote about in the first volume of Qualitative Inquiry (Lincoln, 1995) in an article titled “Emerging Cri- teria for Quality in Qualitative and Interpretive Research.”


id: jume-46
author: Esmonde, Indigo; Brodie, Kanjana; Dookie, Lesley; Takeuchi, Miwa
date: 2009-12-18
pages: 28
extension: .pdf
mime: application/pdf
words: 12947
sentence: 604
flesch: 56
cache: cache/jume-46.pdf
txt: txt/jume-46.txt
title:
  Social Identities and Opportunities to Learn: Student Perspectives on Group Work in an Urban Mathematics Classroom

summary:
  For this code, we focused on the instances where students described how their own level of mathematical un- derstanding, as well as their perceptions of the mathematical understanding of other students, affected the group‘s interactions. Other students, however, argued that they preferred to work in groups where eve- ryone had similarly high levels of mathematical understanding.


id: jume-381
author: Mosqueda, Eduardo; Maldonado, Saúl I.
title: Using Large-Scale Datasets to Amplify Equitable Learning in Urban Mathematics
date: 2020-11-13
pages: 16
extension: .pdf
mime: application/pdf
words: 7063
sentence: 315
flesch: 40
cache: cache/jume-381.pdf
txt: txt/jume-381.txt
summary:
  Another reason to consider the inclusion of immigrant generational status in- formation in studies of urban school students’ mathematics achievement is the po- tential effect of unobserved values connected to interrelated student background char- acteristics of race-ethnicity, English-language proficiency, and immigrant genera- tional status. In a study titled “Systematized discrimination: The relationship between stu- dents’ linguistic minority status, race-ethnicity, opportunities to learn, and college preparatory mathematics,” Mosqueda and colleagues (under review) investigated dif- ferential patterns of opportunities to learn among secondary school students minori- tized by race/ethnicity, SES, and LM status in urban schools.


id: jume-272
author: Stinson, David W.
title: Reviewing for JUME: Advancing the Field of Urban Mathematics Education
date: 2015-07-30
pages: 4
extension: .pdf
mime: application/pdf
words: 1918
sentence: 113
flesch: 51
cache: cache/jume-272.pdf
txt: txt/jume-272.txt
summary:
  Journal of Urban Mathematics Education July 2015, Vol. 8, No. 1, pp. He is a co-founder and current editor-in-chief of the Journal of Urban Mathematics Education.


id: jume-485
title: Reflecting Back to Forge the Path Forward
date: 2022-05-27
pages: 8
extension: .pdf
mime: application/pdf
words: 2620
sentence: 116
flesch: 52
cache: cache/jume-485.pdf
txt: txt/jume-485.txt
author:
  Capraro, Robert M.; Capraro, Mary Margaret; Lewis, Chance; Grant, Melva; James, Marlon; Mosqueda, Eduardo; Young, Jamaal; Young, Jemimah; Bicer, Ali; Hubert, Tarcia; Moldavan, Alesia Mickle; Cannon, Susan Ophelia; Rugh, Michael S.; Sanders, Miriam; Chang, Jonas

summary:
  We found a higher concentration of authors pub- lishing from R1 institutions than from R2 institutions from 2008–2019, whereas, per author responses, there was equal representation of authors from both R1 and R2 institutions who published from 2020–2021. We have taken additional steps to ensure JUME authors receive broad recognition and marketing that helps their work be found and cited.


id: jume-363
author: Valero, Paola
title: 2018 -- Human Capitals: School Mathematics and the Making of the Homus O Economicus
date: 2018-12-11
pages: 15
extension: .pdf
mime: application/pdf
words: 7689
sentence: 385
flesch: 48
cache: cache/jume-363.pdf
txt: txt/jume-363.txt
summary:
  …To the Cultural Politics of Mathematics Education In the last 10 years, I have moved away from critical mathematics education and started exploring what I call the cultural politics of mathematics education, a term that navigates in some recent research (e.g., Craig, 2018; Diaz, 2017) with a particular interest in examining the wide network of mathematics education practic- es and its cultural and political significance for the constitution of notions, in time and space, of the modern subject. Now more than ever before, the connection between mathematics education and the functioning of free market, financial capitalist economy is explicit and has a direct effect of power on the types of children that we produce in education, as well as in processes of social and eco- nomic inclusion and exclusion.


id: jume-407
author: Capraro, Robert M.; Chang, Jonas
title: When One Lacks Will, They Denounce . . .
date: 2020-07-02
pages: 4
extension: .pdf
mime: application/pdf
words: 1705
sentence: 91
flesch: 60
cache: cache/jume-407.pdf
txt: txt/jume-407.txt
summary:
  There were news stories indicating that Mr. Floyd was a criminal, a spurious designation that was intentionally misleading and not supported by the events that transpired. Yes, there have been many arguments centered on this “fact” and a multitude of oth- ers, but I think there are several facts we can all assess and agree upon: Mr. Floyd was suspected of a crime, Mr. Floyd remained on the scene long enough for police to respond, and Mr. Floyd cooperated with police by allowing himself to be arrested S Capraro & Chang Editorial Journal of Urban Mathematics Education Vol. 13, No. 1B (Special Issue) 2 and handcuffed.


id: jume-365
author: Reviewers, JUME
title: January 2008--December 2018
date: 2018-12-11
pages: 6
extension: .pdf
mime: application/pdf
words: 1843
sentence: 17
flesch: -52
cache: cache/jume-365.pdf
txt: txt/jume-365.txt
summary:
  Noor Aishikin Adam Joshua Oluwatoyin Adeleke, Institute of Education Shuhua An, California State University Lorraine Baron Tonya Bartell, University of Delaware Dan Battey, Rutgers University Clare Bell, University of Missouri Cigdem Haser Crystal Hill Roberta Hunter, Massey University Mine Isiksal, Middle East Technical University Andy Isom, Center for Literacy Laura Jacobsen, Radford University Martin Johnson, University of Maryland Reviewer Acknowledgement January 2008–December 2018 Journal of Urban Mathematics Education Vol. 11, No. 1&2 177 Robert Berry, University of Virginia Denise Brewley, Georgia Gwinnett College Angela Brown, Piedmont College David Brown, Texas A&M University, Commerce Lecretia Buckley, Jackson State University Stephanie Byrd, Clayton County Schools Patricia Campbell, University of Maryland Theodore Peck-Li Chao, University of Texas, Austin Carrie Lynn Chiappetta, Stamford Public Schools Haiwen Chu, Graduate Center, CUNY Karen Cicmanec, Morgan State University Marta Civil, University of Arizona Nicholas Cluster, University of Georgia Lesa Covington Clarkson, University of Minnesota Cynthia Cromer Jaime Curts, University of Texas, Pan American Ubiratan D'Ambrosio Julius Davis, Morgan State University Sandy Dawson Irene Duranczyk, University of Minnesota Indigo Esmonde, University of Toronto Gheorghita Faitar Mary Foote, Queens College, CUNY Cassie Freeman, University of Chicago Joseph Furner, Florida Atlantic University Imani Goffney, University of Michigan Lidia Gonzalez, York College, CUNY Susan Gregson, University of Illinois, Urbana-Champaign Rochelle Gutierrez, University of Illinois, Urbana-Champaign Eric Gutstein, University of Illinois at Chicago Victoria Hand, University of Colorado, Boulder Deborah Harmon, Eastern Michigan University Shelly Jones, Central Connecticut State University Joyce King, Georgia State University Richard Kitchen, University of New Mexico Courtney Koestler, University of Arizona Della Leavitt, Rutgers University Shonda Lemons-Smith, Georgia State University Jacqueline Leonard, Temple University Julie Livingood Danny Martin, University of Illinois, Chicago Donna McCaw, Western Illinois University Jennifer McCray, Erikson Institute Eduardo Mosqueda, University of California, Santa Cruz Nirmala Naresh Ellen Pechman, EMP Consulting Gerard Petty, Henry County Public Schools Arthur Powell, Rutgers University Laurie Rubel, Brooklyn College, CUNY Walter Secada, University of Miami Megan Staples, University of Connecticut William Tate, Washington University in St. Louis Dante Abdul-Lateef Tawfeeq, Adelphi University La Mont Terry, Occidental College Lanette Waddell, Vanderbilt University Anita Wager, University of Wisconsin, Madison Dorothy White, University of Georgia Kimberly White-Fredette, Griffin Regional Educational Service Agency Candace Williams, Dekalb County Public Schools Desha Williams, Kennesaw State University Curt Wolfe, Mt. Carmel Christian School Jamaal Rashad Young, Texas A&M University Reviewer Acknowledgement January 2008–December 2018 Journal of Urban Mathematics Education Vol. 11, No. 1&2 178 January 2012–December 2013 Nathan Alexander, Teachers College, Columbia University Dan Battey, Rutgers University Joanne Becker, San Jose State University Robert Berry, University of Virginia Lecretia Buckley, Jackson State University Carrie Chiappetta, Stamford Public Schools Haiwen Chu, WestEd Teresa Dunleavy, University of San Diego Indigo Esmonde, University of Toronto Gheorghita Faitar, D’Youville College Lidia Gonzalez, York College, CUNY Jessica Hale, Georgia State University Jacqueline Hennings, Griffin Regional Educational Service Agency Jennifer Jones, Rutgers University Brian Lawler, California State University, San Marcos Maxine McKinney de Royston, University of California Berkley James Telese, University of Texas, Brownsville La Mont Terry, Occidental College Anita Wager, University of Wisconsin, Madison Morgin Jones Williams, Georgia State University Candace Williams, DeKalb Public Schools Desha Williams, Kennesaw State University Khoon Wong, National Institute of Education, Singapore Special Issue Guest Editors and Open Peer Reviewers Volume 5, Number 1 Spring/Summer 2012 Proceedings of the 2010 Philadelphia and 2011 Atlanta Benjamin Banneker Association Conferences – Beyond the Numbers Erika Bullock, Georgia State University Nathan Alexander, Teachers College, Columbia Maisie Gholson, University of Illinois, Chicago Volume 6, Number 1 Spring/Summer 2013 Privilege and Oppression in the Mathematics Preparation of Teacher Educators (PrOMPTE) David Stinson, Georgia State University Joi Spencer, University of San Diego January 2014–December 2015 Nathan Alexander, San Francisco State University Dan Battey, Rutgers University Joanne Becker, San Jose State University Clare Bell, University of Missouri–Kansas City Robert Berry, University of Virginia Jennifer Jones, Rutgers University Rick Kitchen, University of Denver Brian Lawler, California State University, San Marcos Percival Matthews, University of Wisconsin–Madison Reviewer Acknowledgement January 2008–December 2018 Journal of Urban Mathematics Education Vol. 11, No. 1&2 179 Angela Brown, Piedmont College Joan Bruner-Timmons, Miami-Dade County Public Schools Lecretia Buckley, Jackson State University Patricia Campbell, University of Maryland College Park Susan Cannon, Georgia State University Robert Capraro, Texas A&M University Carrie Chiappetta, Stamford Public Schools Ervin China, Georgia State University Marta Civil, University of Arizona Teresa Dunleavy, Vanderbilt University Indigo Esmonde, University of Toronto Gheorghita Faitar, D’Youville College Mary Foote, Queens College, CUNY Susan Gregson, University of Cincinnati Jessica Hale, Georgia State University Victoria Hand, University of Colorado Boulder Shandy Hauk, WestEd Crystal Hill, Indiana University-Purdue University Indianapolis Keith Howard, Chapman University Maxine McKinney de Royston, University of Pittsburgh Eduardo Mosqueda, University of California, Santa Cruz Angiline Powell , University of Memphis Mary Raygoza, University of California, Los Angeles Laurie Rubel, Brooklyn College, CUNY James Telese, University of Texas at Brownsville Luz Valoyes Chávez, University of Missouri Anita Wager, University of Wisconsin– Madison Erica Walker, Teachers College Columbia University Candace Williams, DeKalb County School District Desha Williams, Kennesaw State University Morgin Jones Williams, Georgia State University Khoon Wong, National Institute of Education, Nanyang Technological University, Singapore Maria Zavala, San Francisco State University January 2016–December 2017 Glenda Anthony, Massey University Lorraine Baron Tonya Bartell, Michigan State University Dan Battey, Rutgers University Nermin Bayazit, Fitchburg State University John Bragelman, University of Illinois at Chicago Susan Cannon, Georgia State University Robert Capraro, Texas A&M University Theodore Chao, The Ohio State University Ervin China, Georgia State University Marta Civil, University of Arizona Stephanie Cross, Georgia State University Corey Drake, Michigan State University Anthony Fernandes, University of North Carolina Charlotte Danny Martin, University of Illinois at Chicago Jasmine Mathis, Georgia State University Percival Matthews, University of Wisconsin- Madison Maxine McKinney de Royston, University of Wisconsin-Madison Alesia Mickle Moldavan, Georgia State University Eduardo Mosqueda, University of California, Santa Cruz Sarah Oppland-Cordell, Northern Illinois University Alexandre Pais, Manchester Metropolitan University Reviewer Acknowledgement January 2008–December 2017 Journal of Urban Mathematics Education Vol. 11, No. 1&2 180 Mary Foote, Queens College, CUNY Toya Jones Frank, George Mason University Maisie Gholson, University of Michigan Susan Gregson, University of Cincinnati Eric Gutstein, University of Illinois at Chicago Jessica Hale, Georgia State University Victoria Hand, University of Colorado Shandy Hauk, WestEd Crystal Hill, Indian University-Purdue University Indianapolis Keith Howard, Chapman University Signe Kastberg, Purdue University Rick Kitchen, University of Wyoming Gregory Larnell, University of Illinois at Chicago Brian Lawler, Kennesaw State University Jacqueline Leonard, University of Wyoming Angela Lopez Pedrana, University of Houston Downtown Elijah Porter, Georgia State University Arthur Powell, Rutgers University-Newark Mary Raygoza, Saint Mary’s College Laurie Rubel, Brooklyn College, CUNY Tesha Sengupta-Irving, Vanderbilt University James Telese, University of Texas at Brownsville Luz Valoyes-Chávez, University of Chile, Santiago Anita Wager, Vanderbilt University Erica Walker, Teachers College Columbia University Craig Willey, Indiana University-Purdue University Indianapolis Morgin Jones Williams, University of South Carolina Beaufort Maria Zavala, San Francisco State University January 2018–December 2018 Special Issue Open Peer Reviewers Volume 11, Number 1&2 Sincerely, The JUME Editorial Teams 2008–2018 January 2008–December 2009 Reda Abuelwan, Sultan Qaboos University Dan Battey, Arizona State University Joanne Becker, San Jose State University Clare Bell, University of Missouri Robert Berry, University of Virginia Tonya Bartell, University of Delaware Angela Brown, Piedmont College Evelyn Brown David Brown, Texas A&M University, Commerce Joan Bruner-Timmons, Miami-Dade County Public Schools Lecretia Buckley, Jackson State University Leonides Bulalayao Gustavo Bermúdez Canzani Theodore Chao, University of Texas, Austin Carrie Chiappetta, Stamford Public Schools Karen Cicmanec, Morgan State University Marta Civil, University of Arizona Shelly Jones, Central Connecticut State University Karen King, New York University Richard Kitchen, University of New Mexico Steven Kramer, Baltimore Freedom Academy Brian Lawler, California State University, San Marcos Della Leavitt Jacqueline Leonard, Temple University Dorothy Lewis-Grace, Dekalb County Public Schools Sarah Lubienski, University of Illinois, Urban Champaign Danny Martin, University of Illinois, Chicago Donna McCaw, Western Illinois University Jennifer McCray, Erikson Institute Allison McCulloch, North Carolina State *


id: jume-45
author: Nzuki, Francis M.
title: Exploring the Nexus of African American Students’ Identity and Mathematics Achievement
date: 2010-12-08
pages: 39
extension: .pdf
mime: application/pdf
words: 18300
sentence: 759
flesch: 48
cache: cache/jume-45.pdf
txt: txt/jume-45.txt
summary:
  In the context of learning mathematics, Foley’s (1991) and Stinson’s (2010b) remarks are in alignment with the recent emphasis on student identity and agency by other researchers who examine issues of equity in mathematics educa- tion (e.g., Gutstein, 2003; Martin, 2000, 2006a, 2006b; Nasir & Hand, 2006). These scholars are interested in understanding the rela- tionship between the ways that African American students, who come to learning contexts with their experiences as African Americans, think about themselves as African Americans and their conceptions of themselves as learners and doers of mathematics.


id: jume-302
author: Meyer, Bryan
date: 2016-12-29
pages: 4
extension: .pdf
mime: application/pdf
words: 1852
sentence: 107
flesch: 51
cache: cache/jume-302.pdf
txt: txt/jume-302.txt
title:
  A Critical Dialogue: Continuing the Conversation about "The Collective Black and Principles to Actions"

summary:
  Towards a philosophy of critical mathematics education. His inter- ests include students’ mathematical identity and authority, the transformation of inequitable and unjust sys- tems in mathematics education, and the function of education in society.


id: jume-278
author: Caputo, Matthew G.
title: Practices and Benefits of Reading in the Mathematics Curriculum
date: 2015-12-30
pages: 9
extension: .pdf
mime: application/pdf
words: 3191
sentence: 150
flesch: 56
cache: cache/jume-278.pdf
txt: txt/jume-278.txt
summary:
  Many students who struggled in class and felt disconnected from the main cul- tural dynamic of the school began to feel that they could speak openly about their family’s heritage even if it was only limited to mistakes they made cooking empa- nadas or trying to account for time zone changes when calling relatives in Turkey. The purpose of this public story is to elaborate on some classroom tech- niques that might assist students in becoming comfortable and more successful with interpreting and answering text-based mathematics questions.


id: jume-405
author: Leonard, Jacqueline; Walker, Erica N.; Bloom, Victoria R. ; Joseph, Nicole M.
date: 2020-07-02
pages: 26
extension: .pdf
mime: application/pdf
words: 11647
sentence: 646
flesch: 55
cache: cache/jume-405.pdf
txt: txt/jume-405.txt
title:
  Mathematics Literacy, Identity Resilience, and Opportunity Sixty Years Since Brown v. Board: Counternarratives of a Five-Generation Family 

summary:
  Data Analysis The counternarratives describing the mathematics experiences of five genera- tions of Cross females (Lou Ellen, Bernice, Belinda, Rita, and Zoe) in many ways reflect the 20th century history of school mathematics in the United States. This study stands in contrast to the literature base on African American mathematics education in general, which is often related to gap-gazing (Gutierrez, 2008; Lubienski, 2008) and cultural deficit theory (Martin, 2006; McGee & Pearman, 2014; Terry & Howard, 2013) rather than mathematics literacy, identity, resilience, and agency (Martin 2000, 2006; Walker, 2012, 2014).


id: jume-359
author: Davis, Julius
date: 2018-12-11
pages: 9
extension: .pdf
mime: application/pdf
words: 4140
sentence: 235
flesch: 52
cache: cache/jume-359.pdf
txt: txt/jume-359.txt
title:
  2018 -- Redefining Black Students' Success and High Achievement in Mathematics Education: Toward a Liberatory Paradigm

summary:
  “I’ve come too far, I’ve worked too hard”: Reinforcement of support structures among Black male mathematics students. These words eloquently capture the dichotomy of the racial reality Black students face inside and outside of mathematics spaces.


id: jume-308
author: Stinson, David W.
title: Contributing a Commentary to JUME: Keeping Things Going While They Are Still Stirring
date: 2016-07-14
pages: 6
extension: .pdf
mime: application/pdf
words: 1927
sentence: 88
flesch: 38
cache: cache/jume-308.pdf
txt: txt/jume-308.txt
summary:
  Journal of Urban Mathematics Education July 2016, Vol. 9, No. 1, pp. He is a co-founder and current editor in chief of the Journal of Urban Mathematics Education.


id: jume-293
author: Stinson, David W.
date: 2015-12-30
pages: 10
extension: .pdf
mime: application/pdf
words: 3565
sentence: 196
flesch: 31
cache: cache/jume-293.pdf
txt: txt/jume-293.txt
title:
  The Journal Handbook of Research on Urban Mathematics Teaching and Learning: A Resource Guide for the Every Student Succeeds Act of 2015

summary:
  (In)equitable Schooling and Mathematics of Marginalized Students: Through the Voices of Urban Latinas/os Maura Varely Gutiérrez – Elsie Whitlow Stokes Community Freedom Public Charter School Craig Willey – Indiana University Purdue University-Indianapolis Lena L. Khisty – University of Illinois at Chicago 40. Learning Mathematics in a Borderland Position: Students’ Foregrounds and Intentionality in a Brazilian Favela Ole Skovsmose – Aalborg University Pedro Paulo Scandiuzzi – University São Paulo States Paola Valero – Aalborg University Helle Alrø – Aalborg University Bergen University College 51.


id: jume-315
author: Walker, Erica N.
title: The Importance of Communities for Mathematics Learning and Socialization
date: 2016-12-29
pages: 6
extension: .pdf
mime: application/pdf
words: 2573
sentence: 122
flesch: 42
cache: cache/jume-315.pdf
txt: txt/jume-315.txt
summary:
  The broad mathematics opportunities afforded by learning communities extend beyond peers’ focus on school mathematics (class problem sets, test prepar- ation, and homework). They can focus on what is traditionally understood as “school” mathematics or they can focus on exploring mathematical topics not usually covered in school, the kind of mathematics that is often engaging and interesting for students and draws on their creativity in ways that school mathematics may not.


id: jume-476
date: 2023-07-01
pages: 11
extension: .pdf
mime: application/pdf
words: 4803
sentence: 231
flesch: 53
cache: cache/jume-476.pdf
txt: txt/jume-476.txt
author:
  Méndez Pérez, Karina; Aguilar , Alexandra ; Johnson, Amy Rae Johnson; Burgess, Chandel F. Burgess; Gomez Marchant , Carlos Nicolas Gomez Marchant 

title:
  Centering Humanity within Ethnographic Research: A Critical Read of Black Boys’ Lived and Everyday Experiences in STEM

summary:
  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. Similar to our work with Latine learners, Wilson’s work acknowledged Carter, Malik, Darius, and Thomas’s bravery in sharing their emo- tionality, and demonstrated the importance of listening to singular voices in edu- cational ethnography to understand the Black male experience in STEM.


id: jume-436
title: The End or Beginning? Either Way, the Credits Are Not Rolling Yet!
date: 2021-05-27
pages: 11
extension: .pdf
mime: application/pdf
words: 4691
sentence: 190
flesch: 51
cache: cache/jume-436.pdf
txt: txt/jume-436.txt
author:
  Capraro, Robert M.; Capraro, Mary Margaret; Leonard, Jacqueline; Lewis, Chance; Grant, Melva; James, Marlon; Mosqueda, Eduardo; Young, Jamaal; Bicer, Ali; Hubert, Tarcia; Moldavan, Alesia Mickle; Cannon, Susan Ophelia; Kwon, Hyunkyung; Rugh, Michael S.; Chang, Jonas

summary:
  It will be important to carefully scrutinize how the journal fits in the urban mathematics landscape and to be sure that we are citing JUME appropriately and working to make sure that JUME articles get the best possible publicity. Instead, we are going to pilot the voluntary submission of demographic in- formation of published authors, including race and ethnicity, gender, sexual orienta- tion, disability/ability status, rank or graduate student status, institution one graduated from, and terminal degree graduation year as well as if authors have ever received international funding or funding from the author’s home nation’s national funding agencies as a PI or Co-PI.


id: jume-410
author: Battey, Dan; Coleman, Monique A.
title: Antiracist Work in Mathematics Classrooms: The Case of Policing
date: 2021-11-18
pages: 15
extension: .pdf
mime: application/pdf
words: 6775
sentence: 315
flesch: 52
cache: cache/jume-410.pdf
txt: txt/jume-410.txt
summary:
  At a time when society is rethinking the role of police, this seems a critical moment to use police data to engage students in a way that will not only help them learn the mathe- matics but, more importantly, make plain ways in which they can use mathematics for the rest of their lives. Specifically, we focus on supporting teachers and students in accessing police data that is not already available via a web- site or an existing report.


id: jume-275
author: Young, Jamaal Rashad; Young, Jemimah Lea
date: 2016-07-14
pages: 15
extension: .pdf
mime: application/pdf
words: 6362
sentence: 377
flesch: 48
cache: cache/jume-275.pdf
txt: txt/jume-275.txt
title:
  Young, Black, and Anxious: Describing the Black Student Mathematics Anxiety Research Using Confidence Intervals

summary:
  Analyzing Black student MA as an isolated variable supports the ability to aggregate studies for meta-analytic thinking and can help to contextualize the mathematics performance of Black students as we move away from between-group investigations. Using these operational definitions as an initial guide, we used a three-step ap- proach to search for studies that used the MARS to measure Black student MA.


id: jume-273
author: Berry, III, Robert Q.; Ellis, Mark W.; Morton, Crystal H.; Yow, Jan A.
title: I am a teacher. That's what I've done almost all my life. I teach.
date: 2015-07-30
pages: 9
extension: .pdf
mime: application/pdf
words: 4210
sentence: 329
flesch: 51
cache: cache/jume-273.pdf
txt: txt/jume-273.txt
summary:
  She brought light to the fact that “mathematics educators have little knowledge of how African American students perceive themselves as mathematics students, how they approach mathematics, or the role of culture in their perception and mathematics performance” (Malloy, 1997, p. 23). Dr. Malloy’s dissertation was significant at the time because its focus on African American students as learners of mathematics was unprecedented.


id: jume-413
author: Gregory A. Downing; Whitney N. McCoy
date: 2021-05-27
pages: 26
extension: .pdf
mime: application/pdf
words: 12467
sentence: 604
flesch: 55
cache: cache/jume-413.pdf
txt: txt/jume-413.txt
title:
  Exploring Mathematics of the Sociopolitical Through Culturally Relevant Pedagogy in a College Algebra Course at a Historically Black College/University

summary:
  Like other students, Lindsey was able to see how mathematics was con- nected to racism within her own community, Kanisha took a different approach with the empathy she was exhibiting. Other students also made responses for this situation of throwing a party.


id: jume-490
author: Benoit, Gregory; Salopek, Gabor
title: What do you Meme? An Investigation of Social Media and Mathematical Identity
date: 2023-07-01
pages: 32
extension: .pdf
mime: application/pdf
words: 14094
sentence: 758
flesch: 50
cache: cache/jume-490.pdf
txt: txt/jume-490.txt
summary:
  Closer examination of students’ responses in the focus groups revealed that although students rated themselves highly as mathematics students, they were more comfortable in adhering to a socialization that demeans it. Our analysis indicated that positive mathematics Internet memes did not generate the same desire; only one (Polar Bear) garnered students’ attention.


id: jume-418
author: Yeh, Cathery; Martinez, Ricardo; Rezvi, Sara; Shirude, Shraddha
title: Radical Love as Praxis: Ethnic Studies and Teaching Mathematics for Collective Liberation
date: 2021-05-27
pages: 25
extension: .pdf
mime: application/pdf
words: 11180
sentence: 633
flesch: 55
cache: cache/jume-418.pdf
txt: txt/jume-418.txt
summary:
  Ethnic studies mathematics is a revolu- tionary mathematical praxis that balances mathematical action and mathematical re- flection towards transforming mathematics education. Rahman (1991) was speaking of participatory action research (PAR) in saying, “an immediate objective of PAR is to return to the people the legitimacy of the knowledge they are capable of producing through their own verification systems, as fully scientific, and the right to use this knowledge” (p.15), which we can extend here to say ethnic studies mathematics has the same goal.


id: jume-298
author: Nasir, Na'ilah Suad
title: Why Should Mathematics Educators Care About Race and Culture?
date: 2016-07-14
pages: 12
extension: .pdf
mime: application/pdf
words: 5891
sentence: 347
flesch: 55
cache: cache/jume-298.pdf
txt: txt/jume-298.txt
summary:
  The extent to which students saw mathematics achievement as racialized and were aware of societal storylines about who could be good at mathematics was the subject of a study that my colleagues and I carried out with upper elementary and middle school students (Nasir, O’Conner, Wischnia, & McKinney de Royston, forthcoming). Observations of case study students revealed that students took different ap- proaches to the interpretation and management of identity and stereotypes, with dif- ferent consequences on student achievement and engagement in class.


id: jume-386
author: Tweed, Brian
date: 2021-12-21
pages: 29
extension: .pdf
mime: application/pdf
words: 13199
sentence: 661
flesch: 50
cache: cache/jume-386.pdf
txt: txt/jume-386.txt
title:
  Indigenous Struggle With Mathematics Education in the New Zealand Context: From Neo-Liberal Ontology to Indigenous, Urban Ontologies?

summary:
  KEYWORDS: critical culturally sustaining/revitalizing pedagogy, Indigenous edu- cational sovereignty, Indigenous Māori mathematics education, urban indigeneity research ethics Tweed Indigenous Struggle With Mathematics Education Journal of Urban Mathematics Education Vol. 14, No. 2 43 he focus of this article is on the ontological work that the presence of mathemat- ics education based on a mandated national curriculum does in an Indigenous Māori school. The perspective adopted here is that Māori schools are integral to this urban experience and are another example of how Māori have adapted to urban, neo-liberal conditions in ways that maintain Maori language and cultural reference points.


id: jume-311
author: Povey, Hilary; Adams, Gill
date: 2017-12-29
pages: 14
extension: .pdf
mime: application/pdf
words: 6493
sentence: 305
flesch: 51
cache: cache/jume-311.pdf
txt: txt/jume-311.txt
title:
  Its Influence Taints All: Urban Mathematics Teachers Resisting Performativity through Engagement with the Past

summary:
  During her course, and as she was aware, Rosie was taught by several tutors, including but not limited to the first two authors, who had themselves been Smile teachers and who saw themselves as working within a mathematics pedagogy that valued autonomy, independence, personal authority, and democracy. (personal communication) Through the stories she had heard from her past Smile teaching tutors, Rosie was able to see the community of Smile teachers as having had “a rationale for practice, [an] account of themselves in relationship to the meaningfulness of what they


id: jume-428
author: Nickolaus Ortiz; Terrell Morton
date: 2022-05-27
pages: 24
extension: .pdf
mime: application/pdf
words: 11913
sentence: 590
flesch: 49
cache: cache/jume-428.pdf
txt: txt/jume-428.txt
title:
  Empowering Black Mathematics Students Through a Framework of Communalism and Collective Black Identity

summary:
  We have offered a critique of how Black children are overlooked in mathematics education and how in looking for solutions, particularly by starting with the roots of Black education, Black people have strategized collectively and in ways that reveal their Black X Consciousness. We fea- ture the following ideas and scholars’ positions because of our shared histories and desires for improving Black education, as well as their scholarly traditions and evi- dence of both persuading and achieving educational, civil, and economical advances for Black people within their specific temporal and sociopolitical context.


id: jume-361
author: Leonard, Jacqueline; Evans, Brian R.
title: 2008 -- Math Links: Building Learning Communities in Urban Settings
date: 2018-12-11
pages: 24
extension: .pdf
mime: application/pdf
words: 12036
sentence: 697
flesch: 60
cache: cache/jume-361.pdf
txt: txt/jume-361.txt
summary:
  A third finding is the importance of providing teacher interns at the graduate level with field-based experiences prior to student teaching. The purpose of this pilot study was to provide opportunities for teacher interns enrolled in a graduate certification program to interact with urban students in a community-based pro- gram called Math Links.


id: jume-319
author: Nickels, Megan
title: Separate and Unequal: Students with HIV/AIDS and Mathematics Education
date: 2017-12-29
pages: 13
extension: .pdf
mime: application/pdf
words: 6019
sentence: 307
flesch: 42
cache: cache/jume-319.pdf
txt: txt/jume-319.txt
summary:
  Nickels et al. Commentary Journal of Urban Mathematics Education Vol. 10, No. 2 42 practices (Nickels & Cullen, 2017b), the insidiousness of HIV stigma—both felt and enacted (Herek, 2014)—renders students with HIV among the most disenfran- chised. However, HIV stigma often guarantees that this altruism is not extended to students with HIV (i.e., children with non-transmissible disease are fa- vored or served first or only; Synder, Omoto, & Crain, 1999).


id: jume-316
author: Stinson, David W.
date: 2016-12-29
pages: 4
extension: .pdf
mime: application/pdf
words: 1806
sentence: 97
flesch: 49
cache: cache/jume-316.pdf
txt: txt/jume-316.txt
title:
  Absence of Diversity in Collegiate Upper-Level Mathematics Classrooms: Perpetuating the "White Male Math Myth"

summary:
  Again, taking these percentages to the classroom level means that the typical 4000/6000 level (about 20 students) or 8000/9000 level (about 10 students) mathematics course is more times than not completely absent of Black or Brown students. The near absence of student diversity in terms of gender and race in upper- level undergraduate and graduate mathematics courses is well documented in the field.


id: jume-390
author: DiNapoli, Joseph; Hector Morales, Jr.
title: Translanguaging to Persevere Is Key for Latinx Bilinguals' Mathematical Success
date: 2021-12-21
pages: 34
extension: .pdf
mime: application/pdf
words: 14678
sentence: 809
flesch: 53
cache: cache/jume-390.pdf
txt: txt/jume-390.txt
summary:
  Other studies have focused on DiNapoli & Morales Translanguaging to Persevere Is Key Journal of Urban Mathematics Education Vol. 14, No. 2 75 purposeful translanguaging of Latinx bilingual mathematics students. We posit translanguaging practice as a vital option by which Latinx bilingual students can sustain collective perseverance during problem solving.


id: jume-291
author: Kurz, Terri L.; Gómez, Conrado; Jimenez-Silva, Margarita
title: Guiding Preservice Teachers to Adapt Mathematics Word Problems Through Interactions with ELLs
date: 2017-07-27
pages: 20
extension: .pdf
mime: application/pdf
words: 9167
sentence: 596
flesch: 57
cache: cache/jume-291.pdf
txt: txt/jume-291.txt
summary:
  The authors con- clude that the framework was successful in helping preservice teachers learn about adapting curriculum by interacting with ELLs. KEYWORDS: ELLs, preservice teachers, mathematics education, word problems or English language learners (ELLs), mathematics can be more challenging than other subjects, as there is an emphasis on both the language of words and the symbols of mathematics (Freeman & Crawford, 2008; Harper & de Jong, 2004; Moschkovich, 2002; Swanson, 2015).


id: jume-287
author: Morales-Chicas, Jessica; Agger, Charlotte
date: 2017-07-27
pages: 22
extension: .pdf
mime: application/pdf
words: 9379
sentence: 475
flesch: 50
cache: cache/jume-287.pdf
txt: txt/jume-287.txt
title:
  The Effects of Teacher Collective Responsibility on the Mathematics Achievement of Students Who Repeat Algebra

summary:
  For example, mathematics classrooms that featured more engaging instructional techniques, better class organization, and more emotional support are associated with higher student achievement, even after ac- counting for baseline achievement (Allen et al., 2013). Although limited research has examined teacher collective responsibility, ex- tant work has found that teachers’ collective responsibility is an important factor in shaping student achievement.


id: jume-337
author: Swanson, Dalene M.
date: 2017-07-27
pages: 9
extension: .pdf
mime: application/pdf
words: 3898
sentence: 204
flesch: 40
cache: cache/jume-337.pdf
txt: txt/jume-337.txt
title:
  Mathematics Education and the Problem of Political Forgetting: In Search of Research Methodologies for Global Crisis

summary:
  There is therefore some responsibility in what the practices of mathematics education research has enabled and prevented, how it has contributed to the current global political imagi- nary, as well as what it has produced as a legacy of political complicity. In the recent past, mathematics education research has tended to be somewhat inwardly focused and insular, convinced of the natural goodness of a relatively sta- ble mathematics and mathematics education, and these conservativisms have tended to remain in fair part.


id: jume-323
author: Wickstrom, Megan H.; Gregson, Susan A.
title: Responding to Inequities in Mathematics Education: Opening Spaces for Dialogue
date: 2017-07-27
pages: 16
extension: .pdf
mime: application/pdf
words: 8038
sentence: 401
flesch: 59
cache: cache/jume-323.pdf
txt: txt/jume-323.txt
summary:
  We speculated about whether the lack of African American male teachers in both the building and as student teachers coming from our program might have affected this teacher’s perceptions of the appropriate mathematical goals and roles for Black students and helped to make it seem acceptable to discipline them more harshly than White stu- dents. Her research in- terests include equitable classroom practice, political knowledge for teaching mathematics, and the preparation of mathematics teachers for effective teaching of marginalized students.


id: jume-156
author: Stinson, David W.
title: Both the Journal and Handbook of Research on Urban Mathematics Teaching and Learning
date: 2011-12-15
pages: 6
extension: .pdf
mime: application/pdf
words: 2242
sentence: 120
flesch: 39
cache: cache/jume-156.pdf
txt: txt/jume-156.txt
summary:
  Goals , aimed at forging links between the educational and commercial sectors Journal of Urban Mathematics Education December 2011, Vol. 4, No. 2, pp. But rather, the intent here is to somehow seize the collective power of both The Journal and The Hand- book by envisioning JUME as a both-and rather than an either-or research and pedagogical resource: the Journal of Urban Mathematics Education is both a peer-reviewed journal and a Handbook of Research on Urban Mathematics Teaching and Learning.


id: jume-280
author: Myers, Marrielle; Sztajn, Paola; Wilson, P. Holt; Edgington, Cynthia
title: From Implicit to Explicit: Articulating Equitable Learning Trajectories Based Instruction
date: 2015-12-30
pages: 12
extension: .pdf
mime: application/pdf
words: 5643
sentence: 289
flesch: 42
cache: cache/jume-280.pdf
txt: txt/jume-280.txt
summary:
  For example, while trajectories support teachers to view student learning along a continuum, they also may allow for reifying of defi- cit views that justify pre-conceived ideas about “high” and “low” children, or ideas about students who do not follow the “typical” path as “deviants.” Teachers engaged in LTBI position students as experts based on their usage of certain skills or strategies.


id: jume-151
author: Henríquez Fernández, Cecilia
title: Latinos/as' Mathematical Experiences: A Review of Latinos/as and Mathematics Education
date: 2011-12-15
pages: 9
extension: .pdf
mime: application/pdf
words: 4013
sentence: 169
flesch: 43
cache: cache/jume-151.pdf
txt: txt/jume-151.txt
summary:
  More specifically, I am interested in looking at home and communi- ty practices of mathematics students and thinking about how we can include these practices in classroom teaching. I became involved in mathematics education when, as an undergraduate stu- dent, I founded an outreach program for local middle school children who were from traditionally marginalized groups.


id: jume-41
author: Matthews, Lou Edward
title: Identity Crisis: The Public Stories of Mathematics Educators
date: 2009-07-26
pages: 4
extension: .pdf
mime: application/pdf
words: 1736
sentence: 63
flesch: 46
cache: cache/jume-41.pdf
txt: txt/jume-41.txt
summary:
  In this issue of the Journal of Urban Mathematics Education, you will see in several of the articles a very determined attempt on the part of scholars and edi- tors to illuminate public stories to engage others in the urban domain by sharing their public story as a central focus of reporting their work. According to Ganz (2008), public narrative is the leader- ship art that centers around central questions founded in the penultimate leader- ship story of Moses: Who am I; What am I called to do; Who are these people; and What are we called to do, together.


id: jume-303
author: Andersson, Annica; le Roux, Kate
title: Toward an Ethical Attitude in Mathematics Education Research Writing
date: 2017-07-27
pages: 21
extension: .pdf
mime: application/pdf
words: 10172
sentence: 527
flesch: 48
cache: cache/jume-303.pdf
txt: txt/jume-303.txt
summary:
  In this article, we focus on researcher–participant and researcher–researcher relations within mathematics education research, with a specific focus on the re- search writing process. However, interna- tionalization in mathematics education research brings with it conflicting discourses concerning equity, plurality, complexity, and values (Atweh & Clarkson, 2002).


id: jume-299
author: Myers, Kayla D.
date: 2016-07-14
pages: 7
extension: .pdf
mime: application/pdf
words: 2963
sentence: 127
flesch: 39
cache: cache/jume-299.pdf
txt: txt/jume-299.txt
title:
  Keeping the "Welcome Sign" Lit: A Review of Building Mathematics Learning Communities: Improving Outcomes in Urban High Schools

summary:
  As an emerging teacher educator and novice researcher at an urban research university, I understand the need to prepare mathematics teachers to dismiss nega- tive dispositions toward urban students and adopt the empowering attitudes illus- trated in Building Mathematics Learning Communities. In addition, the damaging teacher dispositions toward urban high school students associated with race and poverty leave too many in the dark, unguided due to a presumed disinterest and deficit.


id: jume-157
author: Reviewers, JUME
title: January 2010--December 2011
date: 2011-12-15
pages: 2
extension: .pdf
mime: application/pdf
words: 422
sentence: 5
flesch: -28
cache: cache/jume-157.pdf
txt: txt/jume-157.txt
summary:
  Noor Aishikin Adam Joshua Oluwatoyin Adeleke, Institute of Education Shuhua An, California State University Lorraine Baron Tonya Bartell, University of Delaware Dan Battey, Rutgers University Clare Bell, University of Missouri Robert Berry, University of Virginia Denise Brewley, Georgia Gwinnett College Angela Brown, Piedmont College David Brown, Texas A&M University, Commerce Lecretia Buckley, Jackson State University Stephanie Byrd, Clayton County Schools Patricia Campbell, University of Maryland Theodore Peck-Li Chao, University of Texas, Austin Carrie Lynn Chiappetta, Stamford Public Schools Haiwen Chu, Graduate Center, CUNY Karen Cicmanec, Morgan State University Marta Civil, University of Arizona Nicholas Cluster, University of Georgia Lesa Covington Clarkson, University of Minnesota Cynthia Cromer Jaime Curts, University of Texas, Pan American Ubiratan D'Ambrosio Julius Davis, Morgan State University Sandy Dawson Irene Duranczyk, University of Minnesota Indigo Esmonde, University of Toronto Gheorghita Faitar Mary Foote, Queens College, CUNY Cassie Freeman, University of Chicago Joseph Furner, Florida Atlantic University Imani Goffney, University of Michigan Lidia Gonzalez, York College, CUNY Susan Gregson, University of Illinois, Urbana-Champaign Rochelle Gutierrez, University of Illinois, Urbana-Champaign Eric Gutstein, University of Illinois at Chicago Victoria Hand, University of Colorado, Boulder Deborah Harmon, Eastern Michigan University Cigdem Haser Crystal Hill Roberta Hunter, Massey University Mine Isiksal, Middle East Technical University Andy Isom, Center For Literacy Laura Jacobsen, Radford University Martin Johnson, University of Maryland Shelly Jones, Central Connecticut State University Joyce King, Georgia State University Richard Kitchen, University of New Mexico Courtney Koestler, University of Arizona Della Leavitt, Rutgers University Shonda Lemons-Smith, Georgia State University Jacqueline Leonard, Temple University Julie Livingood Danny Martin, University of Illinois, Chicago Journal of Urban Mathematics Education Vol. 4, No. 2 141 Donna McCaw, Western Illinois University Jennifer McCray, Erikson Institute Eduardo Mosqueda, University of California, Santa Cruz Nirmala Naresh Ellen Pechman, EMP Consulting Gerard Petty, Henry County Public Schools Arthur Powell, Rutgers University Laurie Rubel, Brooklyn College, CUNY Walter Secada, University of Miami Megan Staples, University of Connecticut William Tate, Washington University Dante Abdul-Lateef Tawfeeq, Adelphi University La Mont Terry, Occidental College Lanette Waddell, Vanderbilt University Anita Wager, University of Wisconsin, Madison Dorothy White, University of Georgia Kimberly White-Fredette, Griffin Regional Educational Service Agency Candace Williams, Dekalb County Public Schools Desha Williams, Kennesaw State University Curt Wolfe, Mt. Carmel Christian School Jamaal Rashad Young, Texas A&M University Microsoft Word - Reviewers Final Vol 4 No 2.doc Journal of Urban Mathematics Education December 2011, Vol. 4, No. 2, pp.


id: jume-309
author: de Araujo, Zandra; Smith, Erin; Sakow, Matthew
title: Reflecting on the Dialogue Regarding the Mathematics Education of English Learners
date: 2016-12-29
pages: 16
extension: .pdf
mime: application/pdf
words: 7242
sentence: 344
flesch: 60
cache: cache/jume-309.pdf
txt: txt/jume-309.txt
summary:
  She failed to recognize that teaching Kyeong-Tae was an authentic experience and may be characteristic of future experiences teaching ELs mathematics. Instead of giving Kimberly tasks as in the prior weeks, in this final week we asked her to select or create a task.


id: jume-292
author: Briars, Diane J.; Larson, Matt; Strutchens, Marilyn E.; Barnes, David
date: 2015-12-30
pages: 4
extension: .pdf
mime: application/pdf
words: 1654
sentence: 88
flesch: 40
cache: cache/jume-292.pdf
txt: txt/jume-292.txt
title:
  A Call for Mathematics Education Colleagues and Stakeholders to Collaboratively Engage with NCTM: In Response to Martin's Commentary

summary:
  MATT LARSON is the K–12 Curriculum Specialist for Mathematics for the Lincoln Public Schools, Lin- coln, NE and President-Elect of National Council of Teachers of Mathematics; email: mattlarson94@gmail.com. We invite all (mathematics) educators and stakeholders to work with us and other mathematics education organi- zations, such as The Benjamin Banneker Association, TODOS, National Council of Supervisors of Mathematics, Association of Mathematics Teacher Educators, Associ- ation of State Supervisors of Mathematics, and The Algebra Project, as well as other organizations, such as the Council of Great City Schools, The National Alliance of Black School Educators, The White House Initiative on Educational Excellence for African Americans, The U.S. Chamber of Commerce Foundation, The National As- sociation for the Advancement of Color People, and The Education Trust, to address these challenges and impact the educational system so that it provides quality educa- tion and parity in opportunity and outcome.


id: jume-284
author: Grant, Melva R.; Crompton, Helen; Ford, Deana J.
title: Black Male Students and The Algebra Project: Mathematics Identity as Participation
date: 2015-12-30
pages: 32
extension: .pdf
mime: application/pdf
words: 14530
sentence: 705
flesch: 49
cache: cache/jume-284.pdf
txt: txt/jume-284.txt
summary:
  The APCM initiative was designed for accelerating mathematics under- standing for mathematics students who are likely to be underserved by schools and society at large. Her research interests include exploring student mathematics identity development and developing teacher leaders and coaches capable of supporting mathematics teachers working with underserved and underrepresented math- ematics learners.


id: jume-347
author: Gutiérrez, Rochelle
title: Why Mathematics (Education) was Late to the Backlash Party: The Need for a Revolution
date: 2017-12-29
pages: 17
extension: .pdf
mime: application/pdf
words: 8059
sentence: 471
flesch: 50
cache: cache/jume-347.pdf
txt: txt/jume-347.txt
summary:
  Within the first few days of the Campus Reform and Fox News stories, I was inundated with hundreds of hate-filled email and voicemail messages; trolls invad- ed my Twitter space; a Facebook page about mathematics education was closed for comments after being flooded with vitriol; individuals wrote to my university argu- ing that I needed to be fired; Alt-Right groups produced podcasts and additional stories that slandered me and my work; and Turning Point USA6 (a conservative group known for their bigotry and witch hunting of left-leaning professors on col- lege campuses) placed me on the front page of their professor watch list. Moreover, a growing number of scholars have written eloquently about the connections between whiteness or White supremacy and mathematics education (see, e.g., Battey, 2013; Battey & Leyva, 2016; Bullock, 2017; Joseph, Haynes, & Cobb, 2015; Leyva, 2017; Martin, 2013, 2015; Stinson, 2013; Warburton, 2015, 2017).


id: jume-163
author: Jett, Christopher C.
title: Critical Race Theory Interwoven with Mathematics Education Research
date: 2012-07-31
pages: 10
extension: .pdf
mime: application/pdf
words: 4668
sentence: 289
flesch: 49
cache: cache/jume-163.pdf
txt: txt/jume-163.txt
summary:
  Telling stories about school: Using critical race and Latino critical theories to document Latina/Latino education and resistance. As it stands, critical race theory (CRT) is a theoretical framework that has been used to bring forward issues of race in education research in general and mathematics ed- ucation research in particular.


id: jume-314
author: Cannon, Susan O.; Myers, Kayla D.
date: 2016-12-29
pages: 10
extension: .pdf
mime: application/pdf
words: 4669
sentence: 216
flesch: 47
cache: cache/jume-314.pdf
txt: txt/jume-314.txt
title:
  Radical Reconfiguring(s) for Equity in Urban Mathematics Classrooms: Lines of Flight in Mathematics and the Body: Material Entanglements in the Classroom

summary:
  de Freitas and Sinclair put this theory, and others, to work to rethink school mathematics, proposing that inclusive materialism might “alter the way we think about embodiment of mathematical concepts, offer- ing alternate ways of studying how students learn concepts and how we might choose and order concepts as part of a curriculum sequence” (p. 12). BOOK REVIEW Radical Reconfiguring(s) for Equity in Urban Mathematics Classrooms: Lines of Flight in Mathematics and the Body: Material Entanglements in the Classroom1 Susan O. Cannon Kayla D. Myers Georgia State University Georgia State University n Mathematics and the Body: Material Entanglements in the Classroom by Eliz- abeth de Freitas and Nathalie Sinclair (2014), the authors call for a “radical re- configuring” (p. 225) of mathematics education.


id: jume-4
author: Skovsmose, Ole; Scandiuzzi, Pedro Paulo; Valero, Paola; Alro, Helle
date: 2008-12-10
pages: 25
extension: .pdf
mime: application/pdf
words: 11973
sentence: 703
flesch: 66
cache: cache/jume-4.pdf
txt: txt/jume-4.txt
title:
  Learning Mathematics in a Borderland Position: Students’ Foregrounds and Intentionality in a Brazilian Favela

summary:
  Students from a public school  like Floriano Paixoto  are unlikely to be as  well­prepared for the college entry exams as students from private schools.  This alternating attendance ensures better possibilities  for students from poor families to go to school, given that their financial support  could be needed at home.


id: jume-181
author: Stinson, David W.; Clarke, Pier A. Junor; Bullock, Erika C.
title: Atlanta Hosts:
date: 2012-08-01
pages: 21
extension: .pdf
mime: application/pdf
words: 5167
sentence: 187
flesch: 33
cache: cache/jume-181.pdf
txt: txt/jume-181.txt
summary:
  During the symposia and breakout sessions, you will learn about some of the most up-to- date research on teacher preparation and professional development for mathematics teachers of Black children, mathematics persistence and achievement among Black children, mathematics identities and intellectual communities of Black children, and how Black children might acquire critical mathematics literacy through social justice and cultural relevant pedagogy. The conference participants include mathematicians and mathematics teachers, administrators, educators, and researchers who strongly support this commitment toward mathematics access and excellence for all children.


id: jume-158
author: Anhalt, Cynthia Oropesa; Pérez, María Elena Rodríguez
title: K--8 Teachers' Concerns about Teaching Latino/a Students
date: 2013-12-30
pages: 21
extension: .pdf
mime: application/pdf
words: 8659
sentence: 404
flesch: 50
cache: cache/jume-158.pdf
txt: txt/jume-158.txt
summary:
  A comparison of student teacher concerns after end-on and concur- rent programmes. An interesting finding from studies on teacher concerns is that self-concerns are normally found to decrease with increase in years of experience (Adams, 1982; Pigge & Marso, 1997; Veenman, 1984).


id: jume-183
author: Williams, Brian Anthony
date: 2012-08-01
pages: 11
extension: .pdf
mime: application/pdf
words: 5405
sentence: 283
flesch: 51
cache: cache/jume-183.pdf
txt: txt/jume-183.txt
title:
  Early Mathematical Experiences of Successful African American Scientists, Engineers, and Mathematicians

summary:
  Other students described early experiences with STEM that were also not as formal, but did involve equipment and skills related to STEM. Other students were introduced to STEM through television.


id: jume-154
author: McHugh, Maggie Lee; Kosiak, Jennifer
title: Critical Transformation of Mathematics Educators
date: 2012-12-21
pages: 9
extension: .pdf
mime: application/pdf
words: 3937
sentence: 188
flesch: 56
cache: cache/jume-154.pdf
txt: txt/jume-154.txt
summary:
  In addition to modeling social justice mathematics, we wanted to develop a purposeful learning experience where these pre-service teachers could apply their definitions of social justice to a mathematical concept. Although Jenn had little background knowledge in social justice, her strong passion to continually learn and grow made her an ideal traveling compan- ion as we set off on a journey to enhance per-service mathematics teachers’ awareness of social justice issues and their relevance in the mathematics class- room.


id: jume-328
author: Yeh, Cathery
date: 2017-12-29
pages: 34
extension: .pdf
mime: application/pdf
words: 14082
sentence: 869
flesch: 60
cache: cache/jume-328.pdf
txt: txt/jume-328.txt
title:
  Math is More Than Numbers: Examining Beginning Bilingual Teachers' Mathematics Teaching Practices and Their Opportunities to Learn

summary:
  Third, bilingual teachers need to leverage the varied linguistic repertoires bilingual students bring into classrooms and can employ to learn and do mathematics (Celedón-Pattichis & Ramirez, 2012; Domínguez, 2005; Gutiérrez et al., 2010; Téllez et al., 2011; Zahner & Moschko- vich, 2011). Much more attention in teacher education and the mathematics education research community must be placed on the learning opportunities of bilingual students and bilingual teachers.


id: jume-321
author: Tan, Paulo; Kastberg, Signe
title: Calling for Research Collaborations and the Use of Dis/ability Studies in Mathematics Education
date: 2017-12-29
pages: 14
extension: .pdf
mime: application/pdf
words: 6309
sentence: 368
flesch: 40
cache: cache/jume-321.pdf
txt: txt/jume-321.txt
summary:
  His research interests include equity, teacher education, and students with dis/abilities in mathematics education. COMMENTARY Calling for Research Collaborations and the Use of Dis/ability Studies in Mathematics Education Paulo Tan University of Tulsa Signe Kastberg Purdue University espite discussions of “mathematics for all,” opportunities that support the de- velopment of mathematical reasoning and understanding of mathematics as a human endeavor often do not exist for mathematics learners identified in schools as having dis/abilities.1 Indeed, mathematics for all is consistently used to motivate the allocation of resources and attention to mathematics education in legislation, policy documents, and organizations’ vision and position statements.


id: jume-414
author: Cunningham, Jahneille
title: We Made Math!: Black Parents as a Guide for Supporting Black Children's Mathematical Identities
date: 2021-05-27
pages: 21
extension: .pdf
mime: application/pdf
words: 9404
sentence: 444
flesch: 47
cache: cache/jume-414.pdf
txt: txt/jume-414.txt
summary:
  Many Black parents are preoccupied with their children’s safety; beyond the typical parental worries of their child’s well-being, Black parents must also teach their chil- dren about racism and discrimination. : Black Parents as a Guide for Supporting Black Children’s Mathematical Identities Jahneille A. Cunningham University of California, Los Angeles Black parents are often presumed to be uninvolved in their children’s education, es- pecially in mathematics.


id: jume-32
author: Gonzalez, Lidia
date: 2009-07-24
pages: 30
extension: .pdf
mime: application/pdf
words: 14555
sentence: 575
flesch: 53
cache: cache/jume-32.pdf
txt: txt/jume-32.txt
title:
  Teaching Mathematics for Social Justice: Reflections on a Community of Practice for Urban High School Mathematics Teachers

summary:
  How mathematics teachers might be prepared to teach mathematics for social justice, however, is an area still in need of explora- tion. Thus, with these arguments in mind, I undertook a study with the explicit goals of illustrating how mathematics teachers might learn to teach mathematics for social justice and how teaching mathematics for social justice might be done within the context of the high school mathematics curriculum (see Gonzalez, 2008).


id: jume-462
author: Krause, Gladys; Adams-Corral, Melissa; Maldonado Rodríguez, Luz A.
title: Developing Awareness Around Language Practices in the Elementary Bilingual Mathematics Classroom
date: 2022-12-14
pages: 33
extension: .pdf
mime: application/pdf
words: 15596
sentence: 837
flesch: 53
cache: cache/jume-462.pdf
txt: txt/jume-462.txt
summary:
  The particular episode was used by the teacher to not only open the space for mathematical discussion to understand why the wrong answer would make sense mathematically, but also the teacher used this an- swer to build on mathematical language together. We use these examples to foreground instructional practices, for researchers and practitioners, that highlight a shift from a simplified view of con- veying mathematics as instruction in symbology and formal manipulation to a more academically ample discussion of perspectives that investigate critically both math- ematical concepts and their modes of transmission, which involve language prac- tices, that are crucial for educating bilingual children.


id: jume-170
author: McLeman, Laura; Fernandes, Anthony; McNulty, Michelle
date: 2012-12-21
pages: 21
extension: .pdf
mime: application/pdf
words: 9272
sentence: 501
flesch: 53
cache: cache/jume-170.pdf
txt: txt/jume-170.txt
title:
  Regarding the Mathematics Education of English Learners: Clustering the Conceptions of Preservice Teachers

summary:
  Mathematics preservice teachers learning about English language learners through task-based interviews and noticing. Her research interests include preparing mathematics preservice teachers to work with underserved and underrepresented populations, and the preparation of mathematics teachers and mathematics teacher educators to integrate issues of equity and social justice in their instruction.


id: jume-173
author: Walker, Erica N.
title: Cultivating Mathematics Identities In and Out of School and In Between
date: 2012-07-31
pages: 18
extension: .pdf
mime: application/pdf
words: 9236
sentence: 479
flesch: 55
cache: cache/jume-173.pdf
txt: txt/jume-173.txt
summary:
  80 gesting that schools do the following to foster opportunity and belongingness: ex- pand our thinking about who can do mathematics, build on students’ existing aca- demic communities, learn from schools (particularly college and university pro- grams) that promote mathematics excellence for underrepresented students, ex- pand the options in school mathematics courses and enrichment opportunities, and reduce underrepresented students’ isolation in advanced mathematics settings. In all of these experiences, whether described by mathematicians or high achieving high school students, it is not just the space—the neighborhood, the school, the classroom—but it is also the significant relationships and experiences with family members, peers, teachers, mentors, and others in these spaces that are remembered.


id: jume-33
date: 2009-12-18
pages: 20
extension: .pdf
mime: application/pdf
words: 6666
sentence: 319
flesch: 53
cache: cache/jume-33.pdf
txt: txt/jume-33.txt
author:
  Capraro, Robert M.; Young, Jamaal Rashad; Lewis, Chance W.; Yetkiner, Zeyner Ebrar; Woods, Melanie N.

title:
  An Examination of Mathematics Achievement and Growth in a Midwestern Urban School District: Implications for Teachers and Administrators

summary:
  The aforementioned cir- cumstance may have a significant effect on student mathematics achievement and growth. When considering the effects of language on mathematics performance students whose native language is not English had substantial difficulties on the mathemat- ics portion of the NAEP (Abedi, Lord, & Plummer, 1997).


id: jume-191
author: Lipman, Pauline
title: Neoliberal Urbanism, Race, and Equity in Mathematics Education
date: 2012-12-21
pages: 12
extension: .pdf
mime: application/pdf
words: 5358
sentence: 268
flesch: 44
cache: cache/jume-191.pdf
txt: txt/jume-191.txt
summary:
  In this short commentary, following from the book, I want to argue that it is necessary to examine the inter- section of education policy and urban restructuring in order to understand what is happening in urban schools, and by implication, to assess the possibilities for more equitable and socially and culturally relevant mathematics education. I am not a mathematics educa- tor, so I defer to mathematics education researchers and practitioners to elaborate the implications for mathematics education in urban schools.


id: jume-295
author: Leyva, Luis A.
title: An Intersectional Analysis of Latin@ College Women's Counter-stories in Mathematics
date: 2016-12-29
pages: 41
extension: .pdf
mime: application/pdf
words: 19926
sentence: 936
flesch: 46
cache: cache/jume-295.pdf
txt: txt/jume-295.txt
summary:
  It is noteworthy how Leyva Latin@ College Women and Mathematics Journal of Urban Mathematics Education Vol. 9, No. 2 101 Lauren’s positive experience with college pre-calculus aligned with her preferred aspects of high school mathematics—namely, teachers with a “friendly” nature as well as classroom instruction structured for student learning and support. For example, Lauren saw herself as being naturally talented in mathematics that allowed her to pay less attention during high school mathematics courses, feel as though the subject came easier to her than others, build stronger relationships with teachers, and work well with peers at simi- lar levels of ability.


id: jume-290
author: Wilson, Susanna; McChesney, Jane; Brown, Liz
date: 2017-07-27
pages: 18
extension: .pdf
mime: application/pdf
words: 8154
sentence: 350
flesch: 43
cache: cache/jume-290.pdf
txt: txt/jume-290.txt
title:
  Cultural Competencies and Planning for Teaching Mathematics: Preservice Teachers Responding to Expectations, Opportunities, and Resources

summary:
  National data in mathematics achievement show that 35% of Māori students achieved below the “national standards” at Years 1 to 8 (5 to 12 years old) compared with 20% of Pākehā/ European students (Ministry of Education, 2015). A minority of Māori students are enrolled in kura kaupapa Māori education (Māori language immersion schools).


id: jume-192
author: Leonard, Jacqueline
title: Er’body Talkin’ ‘bout Social Justice Ain’t Goin’ There
date: 2012-12-21
pages: 10
extension: .pdf
mime: application/pdf
words: 4318
sentence: 238
flesch: 62
cache: cache/jume-192.pdf
txt: txt/jume-192.txt
summary:
  While teachers of any background and gender can develop dispositions that relate to social justice (Villegas, 2007), it is important that Black students experience the tutelage of Black teachers, especially Black males, who can serve as role models. On paper, this type of school looks diverse, but often White students in the magnet school never interact with Black students in the regular school.


id: jume-197
author: McLeman, Laura; Piert, Joyce
title: Considering the Social Justice Mathematical Journey of Secondary Mathematics Preservice Teachers
date: 2013-06-17
pages: 10
extension: .pdf
mime: application/pdf
words: 4726
sentence: 234
flesch: 57
cache: cache/jume-197.pdf
txt: txt/jume-197.txt
summary:
  Through the shar- ing of their thoughts and reflections, the authors hope others might draw inspira- tion to reconsider the teaching of mathematics courses for social justice at the program level. I believe that integration of social justice issues into the curriculum is key, as it may seem, upon first glance, that only certain courses can be taught through a lens of social justice.


id: jume-166
author: Averill, Robin
title: Reflecting Heritage Cultures in Mathematics Learning: The Views of Teachers and Students
date: 2012-12-21
pages: 25
extension: .pdf
mime: application/pdf
words: 11962
sentence: 570
flesch: 46
cache: cache/jume-166.pdf
txt: txt/jume-166.txt
summary:
  Ac- cording to these policies, it is essential for teachers to acknowledge, reflect, and value student identity and culture in their practice for Māori students to achieve “as Māori” (Ministry of Education, 2008, p. 4). Schools successful with Māori students encourage parental and community involvement and incorporate “substantial elements of traditional and contem- porary Māori language, culture and knowledge into the curriculum” (Education Review Office, 2002, p. 1).


id: jume-178
author: McGee, Ebony O.
date: 2013-12-30
pages: 22
extension: .pdf
mime: application/pdf
words: 10730
sentence: 547
flesch: 49
cache: cache/jume-178.pdf
txt: txt/jume-178.txt
title:
  High-Achieving Black Students, Biculturalism, and Out-of-School STEM Learning Experiences: Exploring Some Unintended Consequences

summary:
  Similar- ly, Black high school students who perceive a conflict between their second-class racialized status and their high academic achievement may experience internal strife (McGee, 2013a). Maurice’s narrative should lead us to wonder how many other Black or his- torically marginalized high school students who are exposed to and, more im- portantly, who succeed in the world of STEM early in their education are turned off by the multitude of racial put-downs and bias they encounter.


id: jume-225
author: Reviewers, JUME
title: January 2012--December 2013
date: 2013-12-30
pages: 1
extension: .pdf
mime: application/pdf
words: 333
sentence: 8
flesch: 16
cache: cache/jume-225.pdf
txt: txt/jume-225.txt
summary:
  http://education.gsu.edu/JUME Journal of Urban Mathematics Education Vol. 6, No. 2 86 REVIEWER ACKNOWLEDGMENT January 2012–December 2013* Nathan Alexander, Teachers College, Columbia University Dan Battey, Rutgers University Joanne Becker, San Jose State University Robert Berry, University of Virginia Lecretia Buckley, Jackson State University Carrie Chiappetta, Stamford Public Schools Haiwen Chu, WestEd Teresa Dunleavy, University of San Diego Indigo Esmonde, University of Toronto Gheorghita Faitar, D’Youville College Lidia Gonzalez, York College, CUNY Jessica Hale, Georgia State University Jacqueline Hennings, Griffin Regional Educational Service Agency Jennifer Jones, Rutgers University Brian Lawler, California State University, San Marcos Maxine McKinney de Royston, University of California Berkley James Telese, University of Texas, Brownsville La Mont Terry, Occidental College Anita Wager, University of Wisconsin, Madison Morgin Jones Williams, Georgia State University Candace Williams, DeKalb Public Schools Desha Williams, Kennesaw State University Khoon Wong, National Institute of Education, Singapore Special Issue Guest Editors and Open Reviewers Volume 5, Number 1 Spring/Summer 2012 Proceedings of the 2010 Philadelphia and 2011 Atlanta Benjamin Banneker Association Conferences – Beyond the Numbers Erika Bullock, University of Memphis Nathan Alexander, Teachers College, Columbia Maisie Gholson, University of Illinois, Chicago Volume 6, Number 1 Spring/Summer 2013 Privilege and Oppression in the Mathematics Preparation of Teacher Educators (PrOMPTE) David Stinson, Georgia State University Joi Spencer, University of San Diego * NOTE: Journal of Urban Mathematics Education December 2013, Vol. 6, No. 2, p. 86


id: jume-175
author: Ball, Tamika N.
title: I Am From...
date: 2012-12-21
pages: 2
extension: .pdf
mime: application/pdf
words: 435
sentence: 11
flesch: 44
cache: cache/jume-175.pdf
txt: txt/jume-175.txt
summary:
  PUBLIC STORIES OF MATHEMATICS EDUCATORS I Am From… Tamika N. Ball Therrell Educational Complex School of Health Sciences and Research I am from the ear piercing southern bell pearl wearing South I am from curtsey practicing debutant balling church going any given Sunday suburban world I am from village raising lady like displaying surroundings I am from toe-touching school spirit loving high volume talking atmospheres I am from single parent living midnight studying straight “A” making higher learning households I am from nightly homemade biscuit making interior decorating walls I am from day dreaming hopeful can’t stop wanting until I get it lifestyles I am from learning more when you listen and treating others the way you want to be treated living I am from live by example someone’s always watching you, so be on your P’s and Q’s environment I am my environment, I live my environment, I am from here can’t you see We are from afternoon tutoring, Cornell note writing, Math I, II, and III passing reality We are from repeated practicing, White Board relay winning, tic-tac-toe “MATHO” champion class We are from reward card winning, homework pass receiving, online assignment doing before Mrs. Ball calls my momma again order We make our environment, we live our environment, we are from here can’t you see


id: jume-296
author: Reviewers, JUME
title: January 2014--December 2015
date: 2015-12-30
pages: 1
extension: .pdf
mime: application/pdf
words: 369
sentence: 7
flesch: 4
cache: cache/jume-296.pdf
txt: txt/jume-296.txt
summary:
  http://education.gsu.edu/JUME Journal of Urban Mathematics Education Vol. 8, No. 2 REVIEWER ACKNOWLEDGMENT January 2014–December 2015 * Nathan Alexander, San Francisco State University Dan Battey, Rutgers University Joanne Becker, San Jose State University Clare Bell, University of Missouri–Kansas City Robert Berry, University of Virginia Angela Brown, Piedmont College Joan Bruner-Timmons, Miami-Dade County Public Schools Lecretia Buckley, Jackson State University Patricia Campbell, University of Maryland College Park Susan Cannon, Georgia State University Robert Capraro, Texas A&M University Carrie Chiappetta, Stamford Public Schools Ervin China, Georgia State University Marta Civil, University of Arizona Teresa Dunleavy, Vanderbilt University Indigo Esmonde, University of Toronto Gheorghita Faitar, D’Youville College Mary Foote, Queens College, CUNY Susan Gregson, University of Cincinnati Jessica Hale, Georgia State University Victoria Hand, University of Colorado Boulder Shandy Hauk, WestEd Crystal Hill, Indiana University-Purdue University Indianapolis Keith Howard, Chapman University Jennifer Jones, Rutgers University Rick Kitchen, University of Denver Brian Lawler, California State University, San Marcos Percival Matthews, University of Wisconsin–Madison Maxine McKinney de Royston, University of Pittsburgh Eduardo Mosqueda, University of California, Santa Cruz Angiline Powell , University of Memphis Mary Raygoza, University of California, Los Angeles Laurie Rubel, Brooklyn College, CUNY James Telese, University of Texas at Brownsville Luz Valoyes Chávez, University of Missouri Anita Wager, University of Wisconsin– Madison Erica Walker, Teachers College Columbia University Candace Williams, DeKalb County School District Desha Williams, Kennesaw State University Morgin Jones Williams, Georgia State University Khoon Wong, National Institute of Education, Nanyang Technological University, Singapore Maria Zavala, San Francisco State University * NOTE: Journal of Urban Mathematics Education December 2015, Vol. 8, No. 2, p. 127 ©JUME.


id: jume-279
title: Learning to Leverage Children's Multiple Mathematical Knowledge Bases in Mathematics Instruction
date: 2016-07-14
pages: 31
extension: .pdf
mime: application/pdf
words: 15334
sentence: 633
flesch: 52
cache: cache/jume-279.pdf
txt: txt/jume-279.txt
author:
  Turner, Erin E.; Foote, Mary Q.; Stoehr, Kathleen Jablon; Roth McDuffie, Amy; Aguirre, Julia Maria; Bartell, Tonya Gau; Drake, Corey

summary:
  Each of these areas (i.e., children’s mathematical thinking and children’s cultural and community-based knowledge and experiences) has received individual attention in research, but re- search in children’s mathematical thinking has rarely considered the familial and cultural funds of knowledge children bring to thinking about mathematics; con- versely, research in children’s funds of knowledge has typically not focused in de- tail on children’s mathematical thinking. While specific demographic information about case study children is not directly available, according to written reports from the PSTs, there were 25 Hispanic/Latin@ children, 13 White/European descent children, 11 African American/Black children, seven Mixed Ethnicity children, two Asian American children, and one Native Ameri- can/Indigenous child.


id: jume-294
author: Battey, Dan; Leyva, Luis A.
title: A Framework for Understanding Whiteness in Mathematics Education
date: 2016-12-29
pages: 32
extension: .pdf
mime: application/pdf
words: 15469
sentence: 796
flesch: 47
cache: cache/jume-294.pdf
txt: txt/jume-294.txt
summary:
  Dovidio (2001) found that when solving mathematics problems, African American students working with White students whose racial bias was im- plicit performed slower on the tasks than those working with White students who were unbiased (the fastest groups), and even slower than African Americans in groups with White students whose racial bias was explicit (second fastest groups). The framework developed and presented here illustrates three dimensions of White institutional space—institutional, labor, and identity— that are intended to support mathematics educators in two ways: (a) systematically documenting how whiteness subjugates historically marginalized students of color and their agency in resisting this oppression, and (b) making visible the ways in which whiteness impacts White students to reproduce racial privilege.


id: jume-306
author: Lawler, Brian R.
title: To Rectify the Moral Turpitude of Mathematics Education
date: 2016-12-29
pages: 18
extension: .pdf
mime: application/pdf
words: 8606
sentence: 498
flesch: 49
cache: cache/jume-306.pdf
txt: txt/jume-306.txt
summary:
  His research interests include power and privilege in mathematics education, and system change toward humanizing and equitable mathematics practices in schools. I do not claim here that any person or formal organization ought to be brought to justice; however, it is certain that the current practices of mathematics education are unjust and fail even its own moral standards.


id: jume-18
author: Pourdavood, Roland G.; Carignan, Nicole; King, Lonnie C.
title: Transforming Mathematical Discourse: A Daunting Task for South Africa’s Townships
date: 2009-07-26
pages: 25
extension: .pdf
mime: application/pdf
words: 11500
sentence: 606
flesch: 57
cache: cache/jume-18.pdf
txt: txt/jume-18.txt
summary:
  In Apartheid SA, it was usual practice for White teach- ers to attend school up to the twelfth grade and then receive 3 additional years of teacher education to qualify them as teachers. In contrast, the Coloured person, who is neither Black nor White, but descendant from White Afrikaans and Blacks, attended school up to the eighth grade and then received 2 additional years of teacher education.


id: jume-211
author: Stinson, David W.; Spencer, Joi A.
title: Conversations About Privilege and Oppression in Mathematics Education
date: 2013-07-26
pages: 5
extension: .pdf
mime: application/pdf
words: 2605
sentence: 108
flesch: 43
cache: cache/jume-211.pdf
txt: txt/jume-211.txt
summary:
  Mathematics educators from Michigan State University (Beth Herbel- Eisenmann, Tonya Bartell, Kristen Bieda, Sandra Crespo, Higinio Dominguez, and Corey Drake) and Bucknell University (M. Lynn Breyfogle) convened the confer- ence. Craig and Corey propose ways that mathematics educators might as- sist those with overwhelmingly little power (new teachers) to do the hard work—the work of disrupting privilege and oppression in the mathematics classroom.


id: jume-186
author: Jones Williams, Morgin; Porter, Elijah
date: 2012-12-21
pages: 6
extension: .pdf
mime: application/pdf
words: 2712
sentence: 107
flesch: 45
cache: cache/jume-186.pdf
txt: txt/jume-186.txt
title:
  Reclaiming the Right to the City: A Book Review of The New Political Economy of Urban Education: Neoliberalism, Race, and the Right to the City

summary:
  Lipman’s (2011) critical observations made me realize that public school education has been largely a training ground for neoliberal thought. She continues by describing, in great detail, the destruction of what ar- guably is the last great public service that society has to offer—public education.


id: jume-222
author: Stinson, David W.
title: On Being a Hardliner on Issues of Race and Culture in Mathematics Education Research
date: 2013-12-30
pages: 6
extension: .pdf
mime: application/pdf
words: 2772
sentence: 145
flesch: 42
cache: cache/jume-222.pdf
txt: txt/jume-222.txt
summary:
  EDITORIAL On Being a Hardliner on Issues of Race and Culture in Mathematics Education Research1 David W. Stinson Georgia State University n the past, when I have been a discussant or respondent at conferences, after I have provided my remarks, I am often accused of being somewhat of a “hardliner” when it comes to the inclusion of issues of “race”/ethnicity and culture, or, more gen- erally, the challenges and promises of exploring “diversity” (broadly defined) in mathematics education research. But more often than not, I can see the complexities of mathematics education in the 1 This editorial is a revised version of remarks delivered at the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Chi- cago, IL, November 15, 2013; the remarks were in response to Professor Na’ilah Suad Nasir’s (2013) plenary address “Why Should Mathematics Educators Care about Race and Culture?”


id: jume-348
author: Stinson, David W.
title: Beyond White Privilege: Toward White Supremacy and Settler Colonialism in Mathematics Education
date: 2017-12-29
pages: 7
extension: .pdf
mime: application/pdf
words: 3195
sentence: 154
flesch: 49
cache: cache/jume-348.pdf
txt: txt/jume-348.txt
summary:
  EDITORIAL Beyond White Privilege: Toward White Supremacy and Settler Colonialism in Mathematics Education David W. Stinson Georgia State University As I write, I try to remember when the word “racism” ceased to be the term which best expressed for me exploitation of black people and other people of color in this society and when I began to understand that the most useful term was “white supremacy.” Perhaps in this twenty-fifth anniversary year of Cornel West’s (1993/1994) powerful book Race Matters it is time to “flip the coin,” so to speak, so that we might begin to think, read, talk, research, write, present, and so forth about the other side of the coin: White supremacy.


id: jume-336
author: Stinson, David W.
title: In Search of Defining Ethics in (Mathematics) Education Research?
date: 2017-07-27
pages: 6
extension: .pdf
mime: application/pdf
words: 3014
sentence: 195
flesch: 53
cache: cache/jume-336.pdf
txt: txt/jume-336.txt
summary:
  Within the ruptures of this fault line, researcher ethics emerged, for me at least, as the pri- mary concern of education research—becoming an issue that was not completely addressed by the inquiries of an Institutional Review Board (Guillemin & Gillam, 2004). They define proce- dural ethics as those ethical issues most often addressed by research ethics commit- tees (e.g., Institutional Review Boards).


id: jume-329
author: Brown, Viveka A.; Wilson, Joycelyn
date: 2017-07-27
pages: 9
extension: .pdf
mime: application/pdf
words: 3840
sentence: 176
flesch: 54
cache: cache/jume-329.pdf
txt: txt/jume-329.txt
title:
  Hidden Figures No More: A Book Review of Hidden Figures: The American Dream and the Untold Story of the Black Women Mathematicians Who Helped Win the Space Race

summary:
  In particular, her focus is on Black women and their experiences in mathematics. One probably would not realize that these figures represent the average percent- ages of Black women in the United States who earned their bachelor’s, master’s, and doctoral degrees, respectively, in mathematics between the years of 2003–2012 (National Science Foundation, 2015).


id: jume-234
author: Bullock, Erika C.
title: Danger: Ghetto Ahead?
date: 2014-07-25
pages: 6
extension: .pdf
mime: application/pdf
words: 2942
sentence: 137
flesch: 51
cache: cache/jume-234.pdf
txt: txt/jume-234.txt
summary:
  We are in a moment in mathematics education in which there are more op- portunities for equity work than ever before. http://education.gsu.edu/JUME     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: Eri- ka.Bullock@memphis.edu.


id: jume-203
author: Bartell, Tonya Gau; Johnson, Kate R.
title: Making Unseen Privilege Visible in Mathematics Education Research
date: 2013-06-17
pages: 10
extension: .pdf
mime: application/pdf
words: 4753
sentence: 309
flesch: 56
cache: cache/jume-203.pdf
txt: txt/jume-203.txt
summary:
  Here, we begin to “unpack the invisible knapsack” (McIntoch, 2011) of mathematics education research privilege. Rather, they are always present and intersect with mathematics education research privilege in various ways.


id: jume-164
author: Brewley, Denise Natasha
title: College Mathematics Literacy Workers of Young People's Project Chicago: A Community of Practice
date: 2012-07-31
pages: 11
extension: .pdf
mime: application/pdf
words: 5530
sentence: 285
flesch: 52
cache: cache/jume-164.pdf
txt: txt/jume-164.txt
summary:
  They also believe that African American students in economically de- pressed areas, like Chicago, are disenfranchised the most when it comes to math- ematics education and that mathematics literacy work is a necessity in those communities. The mission statement was developed by its members in 2006, and provides a frame- work for CMLWs’ practice as they engaged in mathematics literacy work.


id: jume-231
author: Anderson, Celia Rousseau
title: Place Matters: Mathematics Education Reform in Urban Schools
date: 2014-07-25
pages: 12
extension: .pdf
mime: application/pdf
words: 5629
sentence: 253
flesch: 49
cache: cache/jume-231.pdf
txt: txt/jume-231.txt
summary:
  While any model of school or district reform should involve the development of “testable conjectures about the constraints and affordances of the institutional set- ting” (Cobb et al., 2003, p. 21), the specific conditions of urban schools are cru- cial to consider. Rather, I seek to offer design considerations that are specific to urban schools.


id: jume-161
author: White, Dorothy Y.; Murray, Eileen C.; Brunaud-Vega, Victor
title: Discovering Multicultural Mathematics Dispositions
date: 2012-07-31
pages: 13
extension: .pdf
mime: application/pdf
words: 5796
sentence: 310
flesch: 50
cache: cache/jume-161.pdf
txt: txt/jume-161.txt
summary:
  This entails: (a) awareness of personal culture beyond recognizing differences from others; (b) awareness of personal beliefs about the influence of culture on teaching and learning mathematics or mathematics classroom culture; and (c) the ability to think critically about those issues. Commitment to social justice: “A sense of social justice as a commitment to equity and equality for all people in socie- ty” (p. 202). Her research focuses on equity and culture in matheamtics education to prepare and support mathematics teachers of diverse student populations, and the development of models for collaboratie planning and teacher learning communities.


id: jume-180
author: Gholson, Maisie L.; Bullock, Erika C.; Alexander, Nathan N.
title: On the Brilliance of Black Children: A Response to a Clarion Call
date: 2012-07-31
pages: 7
extension: .pdf
mime: application/pdf
words: 3259
sentence: 165
flesch: 49
cache: cache/jume-180.pdf
txt: txt/jume-180.txt
summary:
  2 2011 BBA Conference to engage in research and argumentation with the bril- liance of Black children as axiomatic. In other words, taking the brilliance of Black children as an axiom seriously disrupted our sense of doing the work of mathematics education research related to Black children.


id: jume-188
author: Zavala, Maria del Rosario
title: Latina/o Youth's Perspectives on Race, Language, and Learning Mathematics
date: 2014-07-25
pages: 33
extension: .pdf
mime: application/pdf
words: 15579
sentence: 797
flesch: 53
cache: cache/jume-188.pdf
txt: txt/jume-188.txt
summary:
  KEYWORDS: critical race theory, Latina/o critical race theory, mathematics educa- tion, mathematics identity, urban education he underachievement of Latina/o students in mathematics is repeatedly framed as “race-based” testing outcomes and seldom explored from the per- spective of Latina/o students’ lived experiences in mathematics classrooms (Gutiérrez, 2008; Martin, 2009). Although research and contempo- rary theories of learner identities suggest that both language and race matter in the development of mathematics identities (e.g., Martin, 2007; Spencer, 2009; Turner, Dominguez, Maldonado, & Empson, 2013), recent research on Latina/o youth has focused primarily on linguistic identity (e.g., Moschkovich, 2002; Turner, Gutiér- rez, Simic-Muller, & Díez-Palomar, 2009; Zahner & Moschkovich, 2011).


id: jume-190
author: Stinson, David W.
title: Mathematics Educators and the “Math Wars”: Who Controls the Discourse?
date: 2012-12-21
pages: 5
extension: .pdf
mime: application/pdf
words: 2100
sentence: 107
flesch: 43
cache: cache/jume-190.pdf
txt: txt/jume-190.txt
summary:
  The politics of California school mathematics: The anti-reform of 1997-99. Battista claims that traditionalists exploited the “‘talk show/tabloid’ mentality of Americans” and provided them “with hearsay, misin- formation, sensationalism, polarization, and conflict as they attempt[ed] to seize control of school mathematics programs and return them to traditional teaching” (p. 425).


id: jume-204
author: Moschkovich, Judit
date: 2013-06-17
pages: 13
extension: .pdf
mime: application/pdf
words: 5583
sentence: 348
flesch: 39
cache: cache/jume-204.pdf
txt: txt/jume-204.txt
title:
  Principles and Guidelines for Equitable Mathematics Teaching Practices and Materials for English Language Learners

summary:
  Equitable mathematics class- room practices for ELLs should be informed by knowledge of students’ experi- ences with mathematics instruction, language history, and educational background (Moschkovich, 2010). Although it is difficult to make generalizations about the instructional needs of all students who are learning English, instruction should be informed by knowledge of students’ experiences with mathematics instruction, language histo- ry, and educational background (Moschkovich, 2010).


id: jume-205
author: Willey, Craig; Drake, Corey
date: 2013-06-17
pages: 13
extension: .pdf
mime: application/pdf
words: 6573
sentence: 355
flesch: 49
cache: cache/jume-205.pdf
txt: txt/jume-205.txt
title:
  Advocating for Equitable Mathematics Education: Supporting Novice Teachers in Navigating the Sociopolitical Context...

summary:
  His research focuses on the preparation and develop- ment of mathematics teachers of Latinas/os and other bilingual student populations, as well as the improvement of mathematics curriculum to increase access for and enhance engagement of bilin- gual students. The authors present questions that novice mathematics teachers might ask at the personal, interper- sonal, institutional, and cultural levels; questions which hold the potential to dis- rupt dominant discourses and initiatives in favor of discourses that reframe math- ematics education opportunities for oppressed youth in the United States.


id: jume-256
author: Bond, Gareth; Chernoff, Egan J.
title: Mathematics and Social Justice: A Symbiotic Pedagogy
date: 2015-07-18
pages: 7
extension: .pdf
mime: application/pdf
words: 3451
sentence: 161
flesch: 42
cache: cache/jume-256.pdf
txt: txt/jume-256.txt
summary:
  Taking into consideration particular NCTM goals, set, arguably, as a “first step” toward weaving the studies of mathematics and social justice, teachers should ensure that the mathematical problems and concepts presented can provide insights into authentic social justice issues within the context of the learners’ communities. This is especially true when considering the instruc- tion of mathematics for social justice.


id: jume-168
author: Leonard, Jacqueline; Davila, Erica R.; Stinson, David W.
title: Beyond the Numbers: A Benjamin Banneker Association Conference Series
date: 2012-07-31
pages: 13
extension: .pdf
mime: application/pdf
words: 6277
sentence: 366
flesch: 52
cache: cache/jume-168.pdf
txt: txt/jume-168.txt
summary:
  The Beyond the Numbers conference series built upon the successes of previous conferences and established a precedent for BBA in sponsoring stand-alone conferences dedicated to the teaching and learning of Black students every two years or so. There- fore, the major goal of the conference series was to bring district- and school-level administrators and classroom teachers as well as teacher educators and research- ers in educational policy, psychology, sociology, and mathematics, science, and urban education together to discuss both the challenges and opportunities for Black students in mathematics.


id: jume-104
author: Wamsted, John O.
date: 2010-12-08
pages: 5
extension: .pdf
mime: application/pdf
words: 2422
sentence: 101
flesch: 55
cache: cache/jume-104.pdf
txt: txt/jume-104.txt
title:
  A Mathematics Teacher Looks at Mathematics Educators Looking at Mathematics Education: A Review of Culturally Responsive Mathematics Education

summary:
  The nascent researcher in me believes that I, and teachers like me all around the country, could not help but benefit from a view through a lens more focused on the advantages that culture brings to our ef- forts to teach mathematics and, on the one hand, I was hopeful that this volume would sharpen that focus. The Theory section begins with Swetz’s wonderful survey of culture, history, and the concurrent development of mathematics; it then contin- ues on from Ernest’s attempt at a re-articulation of the philosophy of mathemat- ics, through Gutstein’s exploration of economic policy and the attendant mathematical response, before closing with Miller-Jones and Greer’s timely look at testing practices and how these contribute to the notable inter-cultural achievement gaps.


id: jume-195
author: Rosa, Milton; Orey, Daniel Clark
title: Ethnomodeling as a Research Theoretical Framework on Ethnomathematics and Mathematical Modeling
date: 2013-12-30
pages: 19
extension: .pdf
mime: application/pdf
words: 7938
sentence: 353
flesch: 40
cache: cache/jume-195.pdf
txt: txt/jume-195.txt
summary:
  It is paramount to note that particular research techniques used in acquiring emic mathematical knowledge has noth- ing to do with the nature of that knowledge. It is important to emphasize that particular research techniques used in the acquisition of etic mathematical knowledge has no bearing on the nature of that knowledge.


id: jume-196
author: Wager, Anita A.; Whyte, Kristin
title: Young Children's Mathematics: Whose Home Practices Are Privileged?
date: 2013-06-17
pages: 15
extension: .pdf
mime: application/pdf
words: 7417
sentence: 459
flesch: 67
cache: cache/jume-196.pdf
txt: txt/jume-196.txt
summary:
  Well, I think she is giving actual examples of home practices families and children elected to bring into the classroom. To address the first part of the question, we identified data from interviews with teachers in which they responded to questions about building on home mathematics practices.


id: jume-270
author: Martin, Danny Bernard
title: The Collective Black and Principles to Actions
date: 2015-07-30
pages: 7
extension: .pdf
mime: application/pdf
words: 3515
sentence: 200
flesch: 54
cache: cache/jume-270.pdf
txt: txt/jume-270.txt
summary:
  On the copyright page of Principles to Actions, there is a statement that reads in part: “The National Council of Teachers of Mathematics is the public voice of mathematics education” (p. ii, emphasis added). This statement is true because most systems and institutions in our society, including mathematics education, are not set up to serve the collective Black.


id: jume-227
author: Davis, Julius; Pitts Bannister, Vanessa; Mutegi, Jomo W.
date: 2014-07-25
pages: 11
extension: .pdf
mime: application/pdf
words: 5450
sentence: 252
flesch: 50
cache: cache/jume-227.pdf
txt: txt/jume-227.txt
title:
  Hip-Hop and Mathematics: A Critical Review of Schooling Hip-Hop: Expanding Hip-Hop Based Education Across the Curriculum

summary:
  His research focuses on African American students’ K–12 mathematical experiences and African American mathematics teachers’ mathematical experiences and praxis in urban areas. The use of hip-hop in classrooms was largely intended to reach African American students in urban schools (Irby & Hall, 2013).


id: jume-198
author: Guerra, Paula; Lim, Woong
title: Latinas and Problem Solving: What They Say and What They Do
date: 2014-12-10
pages: 21
extension: .pdf
mime: application/pdf
words: 9528
sentence: 531
flesch: 55
cache: cache/jume-198.pdf
txt: txt/jume-198.txt
summary:
  Rocío explained that she, “like boys,” preferred hard mathematics problems that “take more [than basic] infor- mation” to result in successful solutions. Using a LatCrit lens to study the experiences of Latinas in school mathematics specifically enabled the researchers to critically examine the notion that the functions and ide- ological purpose of schooling are colorblind, objective, merit-based, neutral, and offer equal opportunities (Solórzano & Delgado, 2001; Solórzano & Yosso, 2002).


id: jume-269
author: Mintos, Alexia
date: 2015-07-30
pages: 9
extension: .pdf
mime: application/pdf
words: 4086
sentence: 183
flesch: 43
cache: cache/jume-269.pdf
txt: txt/jume-269.txt
title:
  A Notice to Novices: What Can We Learn from "How Should I Know?": A Book Review of How Should I Know? Pre-service Teachers' Images of Knowing by Heart in Mathematics and Science

summary:
  The distinctive features of qualitative methodology she describes could inform research studies in urban mathematics and science education, particularly those studies that seek to broaden participation in urban communities at all levels and to amplify diverse voices that are not typically included in conversations about knowledge, teaching, and learning in mathematics and science. The use of metaphor is a prominent tool that No- lan uses to highlight specific themes and to critique dominant discourses and ways of knowing in mathematics and science education.


id: jume-251
author: Civil, Marta
date: 2014-12-29
pages: 12
extension: .pdf
mime: application/pdf
words: 5878
sentence: 341
flesch: 66
cache: cache/jume-251.pdf
txt: txt/jume-251.txt
title:
  Why Should Mathematics Educators Learn from and about Latina/o Students' In-School and Out-of-School Experiences?

summary:
  Everyday mathematics, mathematicians’ mathematics, and school mathematics: Can we bring them together? Impressions of Mexican immigrant families on their early experiences with school mathematics in Arizona.


id: jume-235
author: China, Ervin J.
date: 2014-07-25
pages: 8
extension: .pdf
mime: application/pdf
words: 3797
sentence: 183
flesch: 54
cache: cache/jume-235.pdf
txt: txt/jume-235.txt
title:
  And Then There Was Light: A Book Review of The Brilliance of Black Children in Mathematics: Beyond the Numbers and Toward New Discourse

summary:
  I chose to include this narrative, because, like Leonard and Martin (2013), I wanted to begin the discussion of the mathematics achievement of Black students with brilliance. When the subject of mathematical achievement of African American children arises, it is often accompanied by phrases such as “The statistics show that Black students perform significantly lower than White and Asian students on our nation’s standardized tests.”


id: jume-206
author: Hand, Victoria; Goffney, Imani Masters
date: 2013-06-17
pages: 7
extension: .pdf
mime: application/pdf
words: 3360
sentence: 209
flesch: 52
cache: cache/jume-206.pdf
txt: txt/jume-206.txt
title:
  “All for One and One for All”: Negotiating Solidarity Around Power and Oppression in Mathematics Education

summary:
  He pointed out that his purpose was to build solidarity among us, as a group of scholars whose research is often positioned at the mar- gins of mathematics education research. http://education.gsu.edu/JUME VICTORIA HAND is an assistant professor of mathematics education in the School of Education at the University of Colorado, 249 UCB, Boulder, CO 80309; email: victoria.hand@colorado.edu.


id: jume-189
author: Ewing, James
date: 2013-12-30
pages: 5
extension: .pdf
mime: application/pdf
words: 2153
sentence: 87
flesch: 49
cache: cache/jume-189.pdf
txt: txt/jume-189.txt
title:
  The Standards for Mathematical Practice and Hybrid Spaces: A Review of Empowering Science and Mathematics Education in Urban Schools

summary:
  According to them, there has been recent attention in the lit- erature about such spaces (see, e.g., Gutiérrez, Baquedano-Lopez, & Tejeda, 1999), especially as a proposed solution for closing the so called “achievement gap” between white students and students of color. When students’ lives become part of the mathematics and science discourse, students are more willing to persist with problems until they are solved.


id: jume-324
author: Rubel, Laurie H.
title: Equity-Directed Instructional Practices: Beyond the Dominant Perspective
date: 2017-12-29
pages: 40
extension: .pdf
mime: application/pdf
words: 18877
sentence: 1076
flesch: 50
cache: cache/jume-324.pdf
txt: txt/jume-324.txt
summary:
  An analysis of student teacher lessons. Aside from the time demands posed by lesson planning for investigations that are local and context driven, mathematics teachers are typically inexperienced with teaching in this way (e.g., Bartell, 2013; Esmonde, 2014; Gonzalez, 2009).


id: jume-208
author: Sengupta-Irving, Tesha
title: Affinity through Mathematical Activity: Cultivating Democratic Learning Communities
date: 2014-12-10
pages: 24
extension: .pdf
mime: application/pdf
words: 10819
sentence: 563
flesch: 52
cache: cache/jume-208.pdf
txt: txt/jume-208.txt
summary:
  Boaler and colleagues found mathematics students from differ- ent cultural groups, social classes, ability levels, and genders all achieved at high levels, while also demonstrating a deep appreciation for learning (Boaler, 2006a, 2008; Boaler & Staples, 2008). One way to account for the workship is that these were simply high- performing mathematics students seeking each other out.


id: jume-212
date: 2013-07-26
pages: 13
extension: .pdf
mime: application/pdf
words: 6242
sentence: 372
flesch: 52
cache: cache/jume-212.pdf
txt: txt/jume-212.txt
author:
  Herbel-Eisenmann, Beth; Bartell, Tonya Gau; Breyfogle, M. Lynn; Bieda, Kristin; Crespo, Sandra; Dominguez, Higinio; Drake, Corey

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

summary:
  A couple of exceptions to this in mathematics education include MTEs who have used Whiteness theory to explore aspects of their own identity in mathematics teacher education work (e.g., Gregson, 2013; Gutstein, 2003). Our hypothesis is that concentrated attention to thoughtful discussion and action relat- ed to identifying, understanding, and confronting the interlocking systems 1 of privilege and oppression can improve mathematics teacher education and, ulti- 1 By “interlocking systems,” we mean that the oppression of some people does not exist without systems supporting the unearned privilege of other people.


id: jume-113
author: Kwako, Joan
title: Changing the Balance in an Unjust World: Learning to Teach Mathematics for Social Justice
date: 2011-07-05
pages: 8
extension: .pdf
mime: application/pdf
words: 3874
sentence: 205
flesch: 61
cache: cache/jume-113.pdf
txt: txt/jume-113.txt
summary:
  This process begins with observation and acknowledgement and continues when preservice teachers incorporate social justice issues in their class- rooms. The following statements exemplify many of my students’ initial reactions to discussing social justice issues with elementary students: We can’t tell them that!


id: jume-172
author: Vomvoridi-Ivanovi?, Eugenia
date: 2012-12-21
pages: 25
extension: .pdf
mime: application/pdf
words: 12157
sentence: 577
flesch: 55
cache: cache/jume-172.pdf
txt: txt/jume-172.txt
title:
  “Estoy acostumbrada hablar InglÃ©s”: Latin@ Pre-service Teachers’ Struggles to Use Spanish in a Bilingual Afterschool Mathematics Program

summary:
  Even Juanita, who was the PST who regularly included Spanish in mathe- matical discussions, and was the PST that out of the four used the most Spanish, also realized that having English dominant students during two sessions made it difficult for her to carry out mathematical discussions in Spanish. Educating teachers for language minority students.


id: jume-230
author: Timmons-Brown, Stephanie; Warner, Catharine
title: Using a Conference Workshop Setting to Engage Mathematics Teachers in Culturally Relevant Pedagogy
date: 2016-07-14
pages: 29
extension: .pdf
mime: application/pdf
words: 12407
sentence: 574
flesch: 49
cache: cache/jume-230.pdf
txt: txt/jume-230.txt
summary:
  Using a Conference Workshop Setting to Engage Mathematics Teachers in Culturally Relevant Pedagogy Stephanie Timmons-Brown University of Maryland, College Park Catharine Warner University of Maryland, College Park In this article, the authors explore using a conference workshop setting to engage mathematics teachers, who serve largely underserved student populations, in cul- turally relevant pedagogy (CRP). Although CRP has been applied to mathematics and science (Boutte et al., 2010; Martin, 2010; Tate, 1995), we still lack systematic approaches to distilling knowledge of CRP among mathematics teachers.


id: jume-223
author: Gutiérrez, Rochelle
title: Why (Urban) Mathematics Teachers Need Political Knowledge
date: 2013-12-30
pages: 13
extension: .pdf
mime: application/pdf
words: 6171
sentence: 353
flesch: 49
cache: cache/jume-223.pdf
txt: txt/jume-223.txt
summary:
  Triumphs and trials of community membership: Mathematics teachers im- plementing reform. Mathematics teachers using creative insubordination to advocate for student understanding and robust mathematical identities.


id: jume-264
author: Bragelman, John
title: Praxis as Dialogue: Teacher and Administrator
date: 2015-12-30
pages: 17
extension: .pdf
mime: application/pdf
words: 6583
sentence: 455
flesch: 66
cache: cache/jume-264.pdf
txt: txt/jume-264.txt
summary:
  A critical administrator would privilege the realities and voices of her edu- cators, students, and staff in forming and administrating policy, using re- spect for the faculty and student as a lens. In Literacy: Reading the Word and the World (Freire & Macedo, 1987), he alludes to this lack of difference: To live or embody this obvious confrontation [that we are not alone in this world], as an educator, means to recognize in others, whether they are becom- ing literate or are participants in university courses, students of primary schools or members of a public assembly, the right to express their thoughts, Bragelman Public Stories Journal of Urban Mathematics Education Vol. 8, No. 2 33 their right to speak, which corresponds to the educator’s duty to listen to them.


id: jume-108
author: Confrey, Jere
title: “Both And”—Equity and Mathematics: A Response to Martin, Gholson, and Leonard
date: 2010-12-08
pages: 9
extension: .pdf
mime: application/pdf
words: 4184
sentence: 234
flesch: 47
cache: cache/jume-108.pdf
txt: txt/jume-108.txt
summary:
  the scholars on the panel and the editor of JRME marginalize scholars who wish to study deep and complex factors that concern issues of identity, language, power, racialization, and socialization in mathematics education. Further, Martin et al. (2010) observe the limited diversity in terms of race and to a lesser degree, gender, in many areas of mathematics education such as among the scholars who have focused on research on whole number concepts and operations (Nesher, 1980); rational number concepts (Confrey, 1988, 2008; Empson &Turner, 2006; Lamon, 2007; Steffe, 2002); proportional reasoning con- cepts (Behr, Harel, Post & Lesh, 1992; Confrey, 1995; Hart, 1988; Lamon, 1993; Lesh, Behr, & Post, 1987; Karplus, Pulos, & Stage, 1983; Noelting, 1980); alge- bra, problem solving, and proof (Harel & Sowder, 1998, 2007); and geometric and spatial thinking (Barrett & Clements, 2003; Barrett, Clements, Klanderman, Pennisi, & Polaki, 2006; Battista, 2007; Clements & Sarama 2009; Clements, Wilson, & Sarama, 2004; Hollebrands, 2002).


id: jume-233
author: Truxaw, Mary P.; Rojas, Eliana D.
title: Challenges and Affordances of Learning Mathematics in a Second Language
date: 2014-12-10
pages: 10
extension: .pdf
mime: application/pdf
words: 4053
sentence: 230
flesch: 51
cache: cache/jume-233.pdf
txt: txt/jume-233.txt
summary:
  Although the lesson included strategies identified as helpful for teaching second language learners— for example, use of visuals, hands-on activities, and interactions (e.g., Echevarría, Vogt, & Short, 2010)—I could still picture myself as a student in this class trying to shrink down to avoid public participation. Second language learners may be ignored or called on less frequently than others in order to avoid communication challenges.


id: jume-110
author: McQueen, Mekyah Q.; Shaheed, Stanley F. H.; Goings, Curtis V.; Chahine, Iman C.
date: 2010-12-08
pages: 10
extension: .pdf
mime: application/pdf
words: 4840
sentence: 209
flesch: 56
cache: cache/jume-110.pdf
txt: txt/jume-110.txt
title:
  Voices, Echoes, and Narratives: Multidimensional Experiences of Three Teachers Immersed in Ethnomathematical Encounters in Morocco

summary:
  In describing lived experience, Van Manen (1997), quoting Dilthey, writes: A lived experience does not confront me as something perceived or represented; it is not given to me, but the reality of lived experience is there-for-me because I have re- flexive awareness of it, because I possess it immediately as belonging to me in some sense. Researching lived experience: Human science for an action sensitive pedagogy.


id: jume-207
author: Amidon, Joel
title: Teaching Mathematics as Agape: Responding to Oppression with Unconditional Love
date: 2013-06-17
pages: 9
extension: .pdf
mime: application/pdf
words: 4135
sentence: 245
flesch: 51
cache: cache/jume-207.pdf
txt: txt/jume-207.txt
summary:
  Teaching Mathematics as Agape: Responding to Oppression with Unconditional Love Joel Amidon University of Mississippi In this essay, encouraged by the critical examination of mathematics education and mathematics teacher education at the Privilege and Oppression in the Math- ematics Preparation of Teacher Educators Conference, the author asks the ques- tion: What do I do from a position of power and privilege to interrupt oppression and enable everyone the opportunity and expectation of success in mathematics and life? Teaching Mathematics as Agape In this section, I attempt to provide a probable answer to the driving ques- tion using the lens of agape, and the idea that learning mathematics is about de- veloping a relationship with mathematics.


id: jume-286
author: Raygoza, Mary Candace
date: 2016-12-29
pages: 31
extension: .pdf
mime: application/pdf
words: 12888
sentence: 568
flesch: 50
cache: cache/jume-286.pdf
txt: txt/jume-286.txt
title:
  Striving Toward Transformational Resistance: Youth Participatory Action Research in the Mathematics Classroom

summary:
  Brelias (2015) found that as high school students who were engaged in social justice mathematics lessons re- flected back on mathematics as a tool for social inquiry, while they argued for its transformative power, they also argued mathematics can be “reductive and imper- sonal,” “irrelevant for moral arguments,” “inaccessible to the general public,” and can provide “inadequate explanations for problems” (p. 7). High school students reflect on mathematics as a tool for social inquiry.


id: jume-253
author: Bullock, Erika C.
title: Public Stories of Mathematics Educators: An Invitation to Tell
date: 2014-12-10
pages: 3
extension: .pdf
mime: application/pdf
words: 1024
sentence: 55
flesch: 38
cache: cache/jume-253.pdf
txt: txt/jume-253.txt
summary:
  An Invitation to Tell Erika C. Bullock University of Memphis he work of urban mathematics education is not exclusively an academic exer- cise; it belongs equally to mathematics education researchers, teachers, stu- dents, administrators, parents, and community members. I am writing this editorial as an invitation to our readers to join with JUME in an effort to shape the discourse about urban mathematics education through public stories.


id: jume-121
author: Keen, Virginia; Rose, Amber
title: The Pen Pal Partnership Project: Connecting Theory to Practice
date: 2011-12-15
pages: 11
extension: .pdf
mime: application/pdf
words: 4555
sentence: 191
flesch: 53
cache: cache/jume-121.pdf
txt: txt/jume-121.txt
summary:
  The Pen Pal Partnership Project introduces students to urban school children in their school settings. One of the projects I assign is to create a chil- dren’s book based on the mathematical principles studied in the course and to share these books with local school children.


id: jume-19
author: Tate, William F.
title: Putting the "Urban" in Mathematics Education Scholarship
date: 2008-12-10
pages: 5
extension: .pdf
mime: application/pdf
words: 2126
sentence: 158
flesch: 50
cache: cache/jume-19.pdf
txt: txt/jume-19.txt
summary:
  If urban mathematics education research is to be taken seriously, this kind of theoretical and empirical interaction should be the norm. This history suggests there is an intellectual space for urban mathematics education research.


id: jume-116
author: Stinson, David W.
date: 2010-12-08
pages: 11
extension: .pdf
mime: application/pdf
words: 5121
sentence: 299
flesch: 44
cache: cache/jume-116.pdf
txt: txt/jume-116.txt
title:
  How Is It That One Particular Statement Appeared Rather Than Another?: Opening a Different Space for Different Statements About Urban Mathematics Education

summary:
  Stinson Editorial Journal of Urban Mathematics Education Vol. 3, No. 2 6 The social and/or sociopolitical turns of mathematics education are clearly evident in the four research articles in the December 2008 inaugural Fall/Winter issue of JUME. That is to say, most JUME contributors and readers, I believe, not only reflect on the social and political discursive practices and subsequent consequences of mathematics education but also take action through their work as teachers, teacher 
   
   
   Stinson Editorial Journal of Urban Mathematics Education Vol. 3, No. 2 8 educators, and/or education policymakers, researchers, and scholars in transforming mathematics education into more just and equitable humanizing possibilities.


id: jume-139
author: Stinson, David W.
title: Race in Mathematics Education: Are We a Community of Cowards?
date: 2011-07-05
pages: 6
extension: .pdf
mime: application/pdf
words: 2687
sentence: 144
flesch: 53
cache: cache/jume-139.pdf
txt: txt/jume-139.txt
summary:
  Stinson Editorial Journal of Urban Mathematics Education Vol. 4, No. 1 3 dresses, directly, the task of theorizing race in mathematics education; he asks us to consider mathematics education as an institutional space of whiteness (Martin, 2010) and mathematics learning (and teaching) as racialized experiences (Martin, 2009a). (p. 631) Based on these arguments, it appears that not only has the interest and value of race/ethnicity stayed constant over nearly 3 decades but also the ways in which it Stinson Editorial Journal of Urban Mathematics Education Vol. 4, No. 1 5 is conceptualized in mathematics education research has stayed more often than not constant: ―as primarily an easily-defined (or often not-defined-at-all) category to which one belongs and to which particular traits or outcomes can be assigned‖ (Parks & Schmeichel, p, 8, 2011).


id: jume-24
author: Kitchen, Richard S.; Roy, Francine Cabral; Lee, Okhee; Secada, Walter G.
date: 2009-07-26
pages: 29
extension: .pdf
mime: application/pdf
words: 12122
sentence: 685
flesch: 52
cache: cache/jume-24.pdf
txt: txt/jume-24.txt
title:
  Comparing Teachers’ Conceptions of Mathematics Education and Student Diversity at Highly Effective and Typical Elementary Schools

summary:
  While other research has focused on non-instructional, school-level characteristics (Edmonds, 1979; Martin et al., 2000; Purkey & Smith, 1983), in this study we focused on teacher conceptions of mathematics and student diversity. Curriculum and evaluation standards for school mathematics.


id: jume-20
author: Matthews, Lou Edward
title: Illuminating Urban Excellence: A Movement of Change within Mathematics Education
date: 2008-12-10
pages: 4
extension: .pdf
mime: application/pdf
words: 1747
sentence: 71
flesch: 37
cache: cache/jume-20.pdf
txt: txt/jume-20.txt
summary:
  An example of this kind of scholarship that positions excellence as a starting point from which to examine urban mathematics reform is Gutiérrez’s (2000) ―Urban Youth in Mathematics: Unpacking the Success of One Math Department.‖ The following mission statement heralds this initiative: To foster a transformative global academic space in mathematics that embraces critical research, emancipatory pedagogy, and scholarship of engagement in urban communities.


id: jume-87
author: Lemons-Smith, Shonda
date: 2010-07-09
pages: 6
extension: .pdf
mime: application/pdf
words: 2509
sentence: 108
flesch: 40
cache: cache/jume-87.pdf
txt: txt/jume-87.txt
title:
  The Nuts and Bolts: A Review of Culturally Specific Pedagogy in the Mathematics Classroom: Strategies for Teachers and Students

summary:
  Jacqueline Leonard’s book Culturally Specific Pedagogy in the Mathematics Classroom: Strategies for Teachers and Students (Routledge 2007) is indeed an invaluable resource for mathematics teachers and school personnel as 1 Leonard, J. (2007). An Indispensable Staple Culturally Specific Pedagogy in the Mathematics Classroom: Strategies for Teachers and Students is a must-have resource for mathematics teachers, teacher educators, and school personnel who serve (diverse) student populations.


id: jume-213
author: Oppland-Cordell, Sarah
date: 2014-07-25
pages: 36
extension: .pdf
mime: application/pdf
words: 15746
sentence: 651
flesch: 40
cache: cache/jume-213.pdf
txt: txt/jume-213.txt
title:
  Urban Latina/o Undergraduate Students' Negotiations of Identities and Participation in an Emerging Scholars Calculus I Workshop

summary:
  The classifications freshman, sophomore, junior, and senior refer to describing participants (and workshop students they interacted with) as first, second, third, and fourth year students, respectively, at Hall University. In fact, when asked to describe workshop students he perceived as mathematically strong he mentioned two White men (Peter and Matt).


id: jume-248
author: Howard, Keith E.; Romero, Martin; Scott, Allison; Saddler, Derrick
date: 2015-07-30
pages: 31
extension: .pdf
mime: application/pdf
words: 13498
sentence: 606
flesch: 53
cache: cache/jume-248.pdf
txt: txt/jume-248.txt
title:
  Success after Failure: Academic Effects and Psychological Implications of Early Universal Algebra Policies

summary:
  Nomi suggested, as an alternative, homogeneous groupings could be used while providing additional instruction time for struggling student groups. The disparity in algebra access for high achieving students raises a question as to whether mathematics ability should be the sole determinant of access to college preparatory coursework.


id: jume-90
author: Hennings, Jacqueline A.
title: New Curriculum: Frustration or Realization?
date: 2010-07-09
pages: 8
extension: .pdf
mime: application/pdf
words: 3981
sentence: 203
flesch: 59
cache: cache/jume-90.pdf
txt: txt/jume-90.txt
summary:
  Promoting student voice and democracy (Dewey, 1937/1987) regarding student learning in our schools can open doors to possibilities for all children. I found myself putting so much time and effort into something that I was not getting much out of with respect to student learning and motivation.


id: jume-240
author: Sheldon, James
date: 2014-12-29
pages: 7
extension: .pdf
mime: application/pdf
words: 3061
sentence: 139
flesch: 53
cache: cache/jume-240.pdf
txt: txt/jume-240.txt
title:
  Transforming from the Bottom Up: A Book Review of Mathematics for Equity: A Framework for Successful Practice

summary:
  Despite the lack of fleshing out concepts like race or culture specifically, a close reading reveals that Railside teachers did indeed engage in culturally sensitive instruction- al practices. Furthermore, although the authors suggest that Railside teachers did not organize their work around race, the fact that they created classrooms where everyone was viewed as smart challenged the racialized hierarchies of perceived mathematical competence too often found in classrooms and in society at large.


id: jume-268
author: Burbach, Jessica Hopson
date: 2015-12-30
pages: 8
extension: .pdf
mime: application/pdf
words: 3633
sentence: 193
flesch: 51
cache: cache/jume-268.pdf
txt: txt/jume-268.txt
title:
  Self-Empowering Urban Students and Teachers: A Book Review of Math is a Verb: Activities and Lessons from Cultures Around the World

summary:
  When numbers dance for mathematics students: Cultur- ally responsive mathematics instruction for Native youth. To achieve equity in mathematics education, teachers need to prepare students not only to play the game of mathematics education but also to change the game of mathematics education (Gutiérrez, 2009).


id: jume-105
author: Tawfeeq, Dante A.; Yu, Paul W.
title: Developing a Socio-Cultural Pragmatic Mathematics Methods Course
date: 2012-12-21
pages: 16
extension: .pdf
mime: application/pdf
words: 7089
sentence: 303
flesch: 45
cache: cache/jume-105.pdf
txt: txt/jume-105.txt
summary:
  His research interests include lesson study as a form of professional development with pre-service teachers and issues of semiotic discourse and culturally responsive pedagogy in the mathematics classroom. One purpose of mathematics methods courses is to help pre-service teachers develop the means to facilitate the learning of mathematics.


id: jume-259
author: Simic-Muller, Ksenija; Fernandes, Anthony; Felton-Koestler, Mathew D.
date: 2015-12-30
pages: 34
extension: .pdf
mime: application/pdf
words: 15650
sentence: 761
flesch: 56
cache: cache/jume-259.pdf
txt: txt/jume-259.txt
title:
  I Just Wouldn't Want to Get as Deep Into It: Preservice Teachers' Beliefs about the Role of Controversial Topics in Mathematics Education

summary:
  His research interests include preparing mathematics teachers to work with English learners and understanding the use of multimodality in English learners’ mathematics communication. Caring, race, culture, and power: A research synthesis toward supporting mathematics teachers in caring with awareness.


id: jume-252
author: Stinson, David W.
title: Teaching Mathematics for Social Justice: An Ethical and Moral Imperative?
date: 2014-12-29
pages: 5
extension: .pdf
mime: application/pdf
words: 2158
sentence: 104
flesch: 51
cache: cache/jume-252.pdf
txt: txt/jume-252.txt
summary:
  After more than three decades of research and scholarship on social justice (or critical) mathematics (see, e.g., D’Ambrosio, 2012; Frankenstein, 2012; Gutstein, 2012; Powell, 2012; Skovsmose, 2012), is it not time for social justice mathematics to become not on- ly an integral component of the “canon” of mathematics teacher education but also strategically integrated throughout the eight Standards for Mathematical Practice? Given children and teenagers’ increased awareness of social injustices, what are the ethical and moral obligations of math- ematics teacher educators and classroom teachers in using injustices as a catalyst for mathematics teaching and learning?


id: jume-115
author: Battista, Michael T.
title: Engaging Students in Meaningful Mathematics Learning: Different Perspectives, Complementary Goals
date: 2010-12-08
pages: 13
extension: .pdf
mime: application/pdf
words: 6111
sentence: 341
flesch: 49
cache: cache/jume-115.pdf
txt: txt/jume-115.txt
summary:
  One answer is to say that mathematics education research is research conducted by scholars with a Ph.D. in mathematics education. However, disregarding Harel’s (2010) and Heid’s (2010) intentions (which I do not know), I believe that a critical theory perspec- tive is biased against accepting the notion that not every researcher statement of beliefs about the nature of mathematics education research should be construed as political in a manipulative sense.1


id: jume-141
author: Walshaw, Margaret
title: Positive Possibilities of Rethinking (Urban) Mathematics Education within a Postmodern Frame
date: 2011-12-15
pages: 8
extension: .pdf
mime: application/pdf
words: 3508
sentence: 176
flesch: 43
cache: cache/jume-141.pdf
txt: txt/jume-141.txt
summary:
  In this for- mulation, given that social practice is a mechanism that informs thinking, the way in which mathematical truths are constituted interactively by the classroom com- munity is integral to analyses of classroom life. Post- modern analyses might explore the contingency of power, privilege, and history on systems of knowledge, to reveal how knowledge implies forms of social or- ganization and social practices that structure institutions and constitute individuals as thinking, feeling, and acting subjects.


id: jume-100
author: Hunter, Roberta; Anthony, Glenda
title: Forging Mathematical Relationships in Inquiry-Based Classrooms With Pasifika Students
date: 2011-07-05
pages: 22
extension: .pdf
mime: application/pdf
words: 9988
sentence: 502
flesch: 48
cache: cache/jume-100.pdf
txt: txt/jume-100.txt
summary:
  For example, Planas and Gorgorió’s (2004) class- room study illustrated the ways in which one teacher regulated participation by creating inconsistent rites across student groups. Forging Mathematical Relationships in Inquiry-Based Classrooms With Pasifika Students Roberta Hunter Massey University Glenda Anthony Massey University In this article, the authors report changes in mathematical disposition, participa- tion, and competencies within a group of Pasifika students as a teacher estab- lished the discourse of mathematical inquiry and argumentation.


id: jume-138
author: Boaler, Jo
title: Changing Students’ Lives Through the De-tracking of Urban Mathematics Classrooms
date: 2011-07-05
pages: 8
extension: .pdf
mime: application/pdf
words: 3421
sentence: 147
flesch: 57
cache: cache/jume-138.pdf
txt: txt/jume-138.txt
summary:
  In my own studies, I have followed hundreds of students through tracked and untracked groups, collecting quantitative data on student achievement as well as qualitative, focused data on the work of teachers and students. In the urban school, which I called ―Railside,‖ there was a very wide spread of student achievement, and teachers spent a lot of time and attention teaching students to work in groups and to listen to and respect each other (Boaler, 2008b; Boaler & Staples, 2008).


id: jume-91
author: Stinson, David W.
date: 2010-07-09
pages: 8
extension: .pdf
mime: application/pdf
words: 4004
sentence: 244
flesch: 56
cache: cache/jume-91.pdf
txt: txt/jume-91.txt
title:
  The Sixth International Mathematics Education and Society Conference: Finding Freedom in a Mathematics Education Ghetto

summary:
  11 My first introduction to the Mathematics Education and Society conferences was in 2002, during graduate school in the Department of Mathematics Education at the University of Georgia, when two of my then fel- Stinson Editorial 
   Journal of Urban Mathematics Education Vol. 3, No. 1 7 a critical mass of kinder spirits who are conducting “good” education research (Hostetler, 2005), producing different knowledge and producing knowledge dif- ferently (St. Pierre, 1997). http://education.gsu.edu/JUME DAVID W. STINSON is an associate professor of mathematics education in the Department of Middle- Secondary Education and Instructional Technology in the College of Education, at Georgia State University, P.O. Box 3978, Atlanta, GA, 30303; e-mail: dstinson@gsu.edu.


id: jume-147
author: O'Brien, Stephen; Long, Fiachra
title: Mathematics as (Multi)cultural Practice: Irish Lessons From the Polish Weekend School
date: 2012-12-21
pages: 24
extension: .pdf
mime: application/pdf
words: 10970
sentence: 568
flesch: 47
cache: cache/jume-147.pdf
txt: txt/jume-147.txt
summary:
  Some had noted their feelings of frustration in Polish school at, as one student put it, “having to think and explain my answers.” This focus may have influenced initial Irish reactions to the Polish school’s existence, with teachers in the host school questioning whether Polish students would be exposed to English language lessons on the weekends.


id: jume-88
author: Gutstein, Eric (Rico)
title: The Common Core State Standards Initiative: A Critical Response
date: 2010-07-09
pages: 10
extension: .pdf
mime: application/pdf
words: 4580
sentence: 244
flesch: 54
cache: cache/jume-88.pdf
txt: txt/jume-88.txt
summary:
  My intent in this commentary is to critique the CCSSI from this perspective and examine its effects on the mathematics education of urban U.S. students— primarily, low-income and working-class African American and Latina/o youth. Like the current administration’s initia- tives, the ACI emphasized that U.S. students should help reclaim the nation’s leading global position.


id: jume-263
author: Xenofontos, Constantinos
date: 2016-07-14
pages: 23
extension: .pdf
mime: application/pdf
words: 10366
sentence: 571
flesch: 49
cache: cache/jume-263.pdf
txt: txt/jume-263.txt
title:
  Teaching Mathematics in Culturally and Linguistically Diverse Classrooms: Greek-Cypriot Elementary Teachers' Reported Practices and Professional Needs

summary:
  In a similar vein, Averil and Clark (2013) conclude that certain practices em- ployed by mathematics teachers are seen as respectful towards pupils’ cultural backgrounds, both by the teachers themselves and the pupils. If pre-service teachers “carry this awareness into their future careers as mathematics teachers, this is a start on negotiating mathematics classrooms in which cultural diversity is affirmed and valued” (Presmeg, 1998, p. 336).


id: jume-97
author: Kalchman, Mindy
title: Preservice Teachers’ Changing Conceptions About Teaching Mathematics in Urban Elementary Classrooms
date: 2011-07-05
pages: 23
extension: .pdf
mime: application/pdf
words: 10429
sentence: 546
flesch: 57
cache: cache/jume-97.pdf
txt: txt/jume-97.txt
summary:
  This recommendation is especially relevant for prospective teachers’ initial beliefs about teaching in urban classrooms because research has shown that preservice teachers believe that urban students require mathematics instruction that focuses on basic skills (Gilbert, 1997; Walker, 2007), rote teaching and learn- ing (Anyon, 1997; Breitborde, 2002), and repetition (Walker, 2007). These authen- tic experiences seemed to highlight and instantiate many of the pedagogical im- pediments urban teachers and students routinely face.


id: jume-129
title: Success Made Probable: Creating Equitable Mathematical Experiences Through Project-Based Learning
date: 2012-12-21
pages: 32
extension: .pdf
mime: application/pdf
words: 13564
sentence: 772
flesch: 56
cache: cache/jume-129.pdf
txt: txt/jume-129.txt
author:
  Cross, Dionne I.; Hudson, Rick A.; Adefope, Olufunke; Lee, Mi Yeon; Rapacki, Lauren; Perez, Arnulfo; 

summary:
  Identifying and understanding the factors that contribute to low educational achievement for students of color has been the focus for a significant portion of educational research in the past D Cross The high rates of underachieve- ment for students of color in general have pushed many educators to rethink their approaches to schooling to achieve the goal of academic success for all students.


id: jume-94
author: McCulloch, Allison W.; Marshall, Patricia L.
title: K–2 Teachers’ Attempts to Connect Out-of-School Experiences to In-School Mathematics Learning
date: 2011-12-15
pages: 23
extension: .pdf
mime: application/pdf
words: 10468
sentence: 541
flesch: 52
cache: cache/jume-94.pdf
txt: txt/jume-94.txt
summary:
  Characterizing a perspective underlying the practice of mathematics teachers in transition. Mathematics teachers’ “learning to notice” in the context of a video club.


id: jume-112
author: Varley Gutierrez, Maura; Willey, Craig; Licon Khisty, Lena
date: 2011-12-15
pages: 18
extension: .pdf
mime: application/pdf
words: 8553
sentence: 376
flesch: 51
cache: cache/jume-112.pdf
txt: txt/jume-112.txt
title:
  (In)equitable Schooling and Mathematics of Marginalized Students: Through the Voices of Urban Latinas/os

summary:
  This perception was closely linked to comments that good mathematics students “do homework,” “practice,” “pay attention to the teacher,” and “show up for class on time.” Other students similarly noted they felt that good grades in math came from behavior that reflects the ability to play the game of school, such as, “doing your work,” “turning in your homework,” and “paying attention.”


id: jume-258
author: Baron, Lorraine M.
title: Financial Literacy with Families: Opportunity and Hope
date: 2015-07-30
pages: 36
extension: .pdf
mime: application/pdf
words: 15592
sentence: 783
flesch: 59
cache: cache/jume-258.pdf
txt: txt/jume-258.txt
summary:
  There is substantial evidence that financial literacy programs “can make an important contribution to the well-being of vulnerable groups” (McFayden, 2012, p. 1). If financial literacy programs are such vehicles, then it follows that continued work on projects such as COY are needed.


id: jume-242
author: Dunleavy, Teresa K.
title: Delegating Mathematical Authority as a Means to Strive Toward Equity
date: 2015-07-30
pages: 21
extension: .pdf
mime: application/pdf
words: 9367
sentence: 523
flesch: 52
cache: cache/jume-242.pdf
txt: txt/jume-242.txt
summary:
  During the middle of the semester, I attended class about twice per week to collect field notes on student learning and to continue to build relationships with students. It further describes how delegating mathematical authority to students, through classroom structures like student presentations, Shuffle Quizzes, and Participation Quizzes, can strengthen student learning.


id: jume-221
author: Ragland, Tamra C.; Sheats Harkness, Shelley
date: 2014-12-10
pages: 21
extension: .pdf
mime: application/pdf
words: 9160
sentence: 572
flesch: 62
cache: cache/jume-221.pdf
txt: txt/jume-221.txt
title:
  Recruiting Secondary Mathematics Teachers: Characteristics That Add Up for African American Students

summary:
  This needs to play a much bigger role with inner city or Afri- can American students. –Lisa Delpit, 1995 t some point we have to address what is best for African American students.


id: jume-128
author: Bartell, Tonya
date: 2011-07-05
pages: 25
extension: .pdf
mime: application/pdf
words: 11610
sentence: 580
flesch: 47
cache: cache/jume-128.pdf
txt: txt/jume-128.txt
title:
  Caring, Race, Culture, and Power: A Research Synthesis Toward Supporting Mathematics Teachers in Caring With Awareness

summary:
  Given that the development and influence of caring teacher–student rela- tionships has been largely understudied in mathematics education (Vithal, 2003) and that there is still relatively little published empirical research examining cul- turally relevant mathematics pedagogy, the majority of the research discussed here draws on work outside of mathematics education. Noddings (1992) claims that for caring teachers, confirmation is an act of affirming or encouraging the best in others, and confirmation of students comes through establishing trust.


id: jume-109
author: Foote, Mary Q.; Smith, Beverly S.; Gellert, Laura M.
title: Evolution of (Urban) Mathematics Teachers' Identity
date: 2011-12-15
pages: 29
extension: .pdf
mime: application/pdf
words: 14132
sentence: 647
flesch: 58
cache: cache/jume-109.pdf
txt: txt/jume-109.txt
summary:
  Mathematics teacher identity: A framework for under- standing secondary school mathematics teachers/learning through practice. The orientations that Kate and Kelly had toward mathematics as a discipline and toward the teaching of mathematics significantly affected the development of their identities as mathematics teachers.


id: jume-6
author: Paek, Pamela L.
date: 2008-12-10
pages: 24
extension: .pdf
mime: application/pdf
words: 10524
sentence: 411
flesch: 45
cache: cache/jume-6.pdf
txt: txt/jume-6.txt
title:
  Practices Worthy of Attention: A Search For Existence Proofs of Promising Practitioner Work in Secondary Mathematics

summary:
  Teachers began to change their thinking about classroom observers, no longer as­  suming they were evaluative and critical;  instead, teachers learned ways of  im­  proving their practice through observation of their peers.  Curricula are  aligned  to  state standards  in  the states  in  which  Agile  Mind is used, the National Council for Teachers of Mathematics (NCTM) stan­  dards, and various mathematics textbooks so that teachers can use Agile Mind to  support the textbooks they are required to use. 


id: jume-5
author: Leonard, Jacqueline; Evans, Brian R.
title: Math Links: Building Learning Communities in Urban Settings
date: 2008-12-10
pages: 24
extension: .pdf
mime: application/pdf
words: 11763
sentence: 658
flesch: 58
cache: cache/jume-5.pdf
txt: txt/jume-5.txt
summary:
  Mutual respect between teacher  and  students  is  key  to  academic  success.  In an inquiry­  based approach, the roles of teachers and students are redefined.


id: jume-95
author: Martin, Danny Bernard; Gholson, Maisie L.; Leonard, Jacqueline
title: Mathematics as Gatekeeper: Power and Privilege in the Production of Knowledge
date: 2010-12-08
pages: 13
extension: .pdf
mime: application/pdf
words: 6077
sentence: 342
flesch: 50
cache: cache/jume-95.pdf
txt: txt/jume-95.txt
summary:
  (Heid, 2010) and expression of a “growing concern among many mathematics education scholars regarding the lack of attention to mathematics in much of the current work in mathematics edu- cation” (NCTM, 2010, p. 60) represent political stances and are symbolic of larger power relations in the domain. MAISIE L. GHOLSON is a second-year doctoral student in mathematics education in Curriculum Studies of the Col- lege of Education and graduate research assistant in the Learning Sciences Research Institute, at the University of Illinois at Chicago, 2075 SEL, MC-250, 950 South Halsted Street, Chicago, IL, 60607; email: mghols2@uic.edu.


id: jume-120
author: Meagher, Michael; Brantlinger, Andrew
date: 2011-12-15
pages: 35
extension: .pdf
mime: application/pdf
words: 16604
sentence: 843
flesch: 59
cache: cache/jume-120.pdf
txt: txt/jume-120.txt
title:
  When Am I Going to Learn to Be a Mathematics Teacher? A Case Study of a Novice New York City Teaching Fellow

summary:
  Mid-year Kelly reported, “I asked [him], ‘can you stop in and see how things are going?’…So he’s stopped in a few times and gave me some pointers” (May 2007). The National Council of Teachers of Mathematics (NCTM) (1989, 1991, 2000) asks mathematics teachers to emphasize student thinking and student-centered problem solving throughout Meagher & Brantlinger Urban Mathematics Teacher Journal of Urban Mathematics Education Vol. 4, No. 2 101 instruction.


id: jume-262
author: Yanisko, Emily Joy
date: 2016-12-29
pages: 32
extension: .pdf
mime: application/pdf
words: 15500
sentence: 815
flesch: 53
cache: cache/jume-262.pdf
txt: txt/jume-262.txt
title:
  Negotiating Perceptions of Tracked Students: Novice Teachers Facilitating High-Quality Mathematics Instruction

summary:
  Jack’s consistent, high-level expectations were changing the norms of student discussion in the classroom. First, alternatively certified teachers are often less prepared to teach in ways that result in high levels of student mathematics achievement due to the trun- cated nature of their teacher preparation (Brantlinger, Cooley, & Brantlinger, 2010).


id: jume-98
author: Terry, Sr., Clarence L.
date: 2011-07-05
pages: 27
extension: .pdf
mime: application/pdf
words: 11787
sentence: 658
flesch: 52
cache: cache/jume-98.pdf
txt: txt/jume-98.txt
title:
  Mathematical Counterstory and African American Male Students: Urban Mathematics Education From a Critical Race Theory Perspective

summary:
  Researching African American mathematics teach- ers of African American students: Conceptual and methodological considerations. Here, the author provides a grounded operationalization of counterstory by examining the pedagogy embed- ded in African American narrative on literacy.


id: jume-14
author: Davis, Julius; Martin, Danny Bernard
date: 2008-12-10
pages: 25
extension: .pdf
mime: application/pdf
words: 11123
sentence: 498
flesch: 39
cache: cache/jume-14.pdf
txt: txt/jume-14.txt
title:
  Racism, Assessment, and Instructional Practices: Implications for Mathematics Teachers of African American Students

summary:
  However, if they do not see themselves as  legitimate doers of mathematics, then the acquisition of skills with little personal  identification on the part of students is not likely to sustain itself.  Re­conceptualizing the Assessment of  African American Students in Mathematics:  Implications for Teachers  There  is  very  little  consideration  given  to  the  argument  that  African  American  students  represent  a  distinct  cultural  group  (Akbar,  1980;  Ladson­  Billings,  1994),  requiring  an  education  in  mathematics  that  reflects  their  lived  realities and collective conditions (Martin, 2007; Thompson, 2008).


id: jume-74
author: Staples, Megan E.; Truxaw, Mary P.
date: 2010-07-09
pages: 30
extension: .pdf
mime: application/pdf
words: 13516
sentence: 663
flesch: 57
cache: cache/jume-74.pdf
txt: txt/jume-74.txt
title:
  The Mathematics Learning Discourse Project: Fostering Higher Order Thinking and Academic Language in Urban Mathematics Classrooms

summary:
  To directly target student academic language and justification, we developed a rubric to score student work samples by applying research literature related to argumentation and justification (e.g., Healy & Hoyles, 2000; Toulmin, 1958) and academic language/mathematics register (e.g., Pimm, 1987; Schleppegrell, 2007). Development of mathematical communication in problem solving groups by language minority students.


id: jume-62
author: Waddell, Lanette R.
date: 2010-12-08
pages: 39
extension: .pdf
mime: application/pdf
words: 17925
sentence: 757
flesch: 45
cache: cache/jume-62.pdf
txt: txt/jume-62.txt
title:
  How Do We Learn? African American Elementary Students Learning Reform Mathematics in Urban Classrooms

summary:
  Rather than looking at the divergent behaviors as social problems or behaviors needing remediation or punishment, considering what can be learned from these behaviors could enhance the mathematical identity and academic achievement of African American students. Researchers such as Gloria Ladson- Billings (1998), William Tate (1995), Na’ilah Nasir (2002), Danny Bernard Mar- tin (2000) and others have studied African American students and mathematics I Waddell Reform Elementary Mathematics Journal of Urban Mathematics Education Vol. 3, No. 2 117 teaching and learning in an effort to understand many African American students’ persistent low levels of achievement on standardized assessments and in schools (The College Board, 1999; Langland & Emeno, 2003; National Center for Educa- tional Statistics, 2001).


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  http://learn.org/articles/what_are_the_admission_requirements_for_junior_colleges_and_community_colleges.html


id: jume-268
domain: www.nctm.org
url:
  http://www.nctm.org/store/products/math-is-a-verb-activities-and-lessons-from-cultures-around-the-world


id: jume-268
domain: www.nctm.org
url:
  http://www.nctm.org/store/products/math-is-a-verb--activities-and-lessons-from-cultures-around-the-world


id: jume-258
domain: prospercanada.org
url:
  http://prospercanada.org/getattachment/1697a108-196d-4487-95b9e79cd0c236e9/exit-and-post-assessment.aspx.


id: jume-258
domain: prospercanada.org
url:
  http://prospercanada.org/getattachment/1697a108-196d-4487-95b9-e79cd0c236e9/exit-and-post-assessment.aspx


id: jume-120
domain: www.nytimes.com
url:
  http://www.nytimes.com/2000/07/02/nyregion/wanted-boredprofessionals-who-have-teaching-inmind.html?scp=1&sq=wanted:%20bored%20professionals%20who%20have%20teachin


id: jume-120
domain: www.nytimes.com
url:
  http://www.nytimes.com/2000/07/15/nyregion/regents-create-a-new-path-toteaching.html?pagewanted=all&src=pm


id: jume-120
domain: www.nytimes.com
url:
  http://www.nytimes.com/2000/07/02/nyregion/wanted-bored-professionals-who-have-teaching-in-mind.html?scp=1&sq=wanted:%20bored%20professionals%20who%20have%20teaching%20in%20mind.%20&st=cse


id: jume-120
domain: www.nytimes.com
url:
  http://www.nytimes.com/2000/07/15/nyregion/regents-create-a-new-path-to-teaching.html?pagewanted=all&src=pm


id: jume-120
domain: schools.nyc.gov
url:
  http://schools.nyc.gov/offices/enterpriseoperations/diit/webservices/dynamicschoolportals/default.htm


