Goals , aimed at forging links between the educational and commercial sectors Journal of Urban Mathematics Education December 2011, Vol. 4, No. 2, pp. 1–6 ©JUME. 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 Geor- gia State University, P.O. Box 3978, Atlanta, GA, 30303; e-mail: dstinson@gsu.edu. His research interests include exploring socio-cultural, -historical, and -political aspects of mathematics and mathematics teaching and learning from a critical postmodern theoretical (and methodological) perspective. He is a co-founder and current editor-in-chief of the Journal of Urban Mathematics Education. EDITORIAL Both the Journal and Handbook of Research on Urban Mathematics Teaching and Learning David W. Stinson Georgia State University ver the past three decades or so there has been a proliferation of the edited Handbook within the social sciences generally and education social science specifically (peruse your bookshelves). Disregarding the anthropomorphism, we could say that (some of) these handbooks certainly have taken on a life all their own. Rightly or not, the status and prestige awarded to (some of) these handbooks and their editor(s) and contributing authors are unmatched. These researchers and scholars are designated as “The” experts on a particular subject as “The Hand- book” often becomes the “go to” resource—or more aptly, the régime of truth (Foucault, 1977/1980)—within its respective field. The growing influence of The Handbook within the social sciences should not be underestimated; its “power” to produce and re-produce knowledge is sub- stantial. Within the science of mathematics education, a Google Scholar search of the 29 chapters of the Handbook of Research on Mathematics Teaching and Learning (Growns, 1992)—a National Council of Teachers of Mathematics (NCTM) project—returns nearly 12,000 scholarly references and the wider Google web search returns about 114,000 hits. As a single resource, only the NCTM 1989 Curriculum and Evaluation Standards for School Mathematics (about 156,000 hits) and 2000 Principles and Standards for School Mathematics (about 101,000 hits) rival this web presence.1 But for many, the latter two lack “scientific” rigor, leaving the Growns 1992 Handbook as the most referenced (therefore the most influential?) single resource book of research on mathematics teaching and learning. From a Foucauldian (cf. 1969/1972) perspective, The Handbook as a discursive formation is readily apparent; it determines (too often?) what discourses and in turn what discursive practices are both possible and im- possible within a particular field of science in a particular moment of time (to subvert the impossible is always possible, however). 1 Google Scholar and Google web searches were conducted in December 2011; clearly, Internet searches are not an exact science, only approximations of web presence. O Stinson Editorial Journal of Urban Mathematics Education Vol. 4, No. 2 2 Nevertheless, although dangerous,2 I like handbooks. Handbooks have had and continue to have a significant influence on my development as a mathematics education researcher and teacher educator.3 Handbooks in part determine how I conduct my science and what readings I assign to my students. That is to say, as a readily accessible, single resource my published articles and course syllabi nearly always contain references and readings pulled from handbooks. To speak more generally, as previously shown, the Growns 1992 Handbook has been undeniably influential in producing—and dangerously, re-producing—how the science of mathematics education and the teaching and learning of mathematics might be theorized and practiced. And the more recent Second Handbook of Research on Mathematics Teaching and Learning (Lester, 2007), also a NCTM project, ap- pears to be destined to have a similar long-term impact on the field—taking on a life all its own (e.g., Google web hits about 1,220). But who breathes life into The Handbook? Who “gives” it power? Well, we do! I was taught several years ago, and have been reminded continuously ever since, that the multiple decisions we make concerning whose research and schol- arship we reference and which readings we assign are not neutral, apolitical acts (E. A. St. Pierre, personal communication, June 2001). But rather, acts of power (conscious or not) that hold uncertain possibilities for our own empowerment (or not) as well as the self-empowerment (or not) of our readers and students. Yes, I know, it’s most tempting here to deny our own power, to say that power is actual- ly held in the surveilling gazes of academia, the disciplinary processes of peer re- view, or the asymmetrical decisions of professional organizations. But to do so, although tempting and perhaps somewhat warranted, leaves us powerless—which, we, indisputably, are not! Our scholarly and pedagogical decisions can be, if we so choose, powerful acts of scholarly activism (G. Ladson-Billings, personal communication, June 2010). So with the concept of scholarly activism in mind, I purpose a re- envisioning of the research and pedagogical possibilities of the Journal of Urban Mathematics Education (JUME). Might we envision JUME not only as “a peer- reviewed, open-access, academic journal published twice a year” (description found on the JUME homepage) but also as a bi-annually updated and revised Handbook of Research on Urban Mathematics Teaching and Learning? This re- 2 “My point is not that everything is bad, but that everything is dangerous, which is not exactly the same as bad. If everything is dangerous, then we always have something to do. So my position leads not to apathy but to hyper- and pessimistic activism” (Foucault, 1983/1997, p. 256). 3 For example, the first two editions of the Handbook of Qualitative Research (Denzin & Lincoln, 1994, 2000), the Handbook of Research on Mathematics Teaching and Learning (Grouws, 1992), and the Second International Handbook of Mathematics Education (Bishop, Clements, Keitel, Kilpatrick, & Leung, 2003). Stinson Editorial Journal of Urban Mathematics Education Vol. 4, No. 2 3 envisioning certainly is not intended to suggest that the peer-reviewed journal somehow plays a lesser role to the handbook in producing and re-producing knowledge in a particular field. Clearly, The Journal is king. 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. To use JUME as a peer-reviewed journal, simply search its archives. And to assist you in using JUME as a handbook, below is the Table of Contents of the most current “edition.” Just remember, rather than waiting 5, 10, or even 15 years for an updated, revised edition, this handbook is updated and revised twice a year. Enjoy and use (at no cost to you or your students) this new resource! NOTE: All “chapters” are hyperlinked. Handbook of Research on Urban Mathematics Teaching and Learning Table of Contents PART I: ISSUES 1. Putting the “Urban” in Mathematics Education Scholarship William F. Tate – Washington University in St. Louis 2. The Common Core State Standards Initiative: A Critical Response Eric (Rico) Gutstein – University of Illinois at Chicago 3. Mathematics as Gatekeeper: Power and Privilege in the Production of Knowledge Danny Bernard Martin, Maisie L. Gholson – University of Illinois at Chicago Jacqueline Leonard – University of Colorado Denver 3.1 “Both And”—Equity and Mathematics: A Response to Martin, Gholson, and Leonard Jere Confrey – North Carolina State University 3.2 Engaging Students in Meaningful Mathematics Learning: Different Perspectives, Complementary Goals Michael T. Battista – The Ohio State University 4. Changing Students’ Lives Through the De-tracking of Urban Mathematics Classrooms Jo Boaler – Stanford University http://ed-osprey.gsu.edu/ojs/index.php/JUME/issue/archive http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/19/2 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/88/43 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/95/57 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/95/57 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/108/53 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/108/53 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/115/58 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/115/58 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/138/85 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/138/85 Stinson Editorial Journal of Urban Mathematics Education Vol. 4, No. 2 4 5. Positive Possibilities of Rethinking (Urban) Mathematics Education Within a Postmodern Frame Margaret Walshaw – Massey University PART II: THEORETICAL PERSPECTIVES 6. A Metropolitan Perspective on Mathematics Education: Lessons Learned from a “Rural” School District Celia Rousseau Anderson, Angiline Powell – University of Memphis 7. Mathematical Counterstory and African American Male Students: Urban Mathematics Education From a Critical Race Theory Perspective Clarence L. Terry, Sr. – Occidental College 8. Caring, Race, Culture, and Power: A Research Synthesis Toward Supporting Mathematics Teachers in Caring With Awareness Tonya Gau Bartell – University of Delaware PART III: TEACHERS AND TEACHING 9. Comparing Teachers’ Conceptions of Mathematics Education and Student Diversity at Highly Effective and Typical Elementary Schools Richard S. Kitchen – University of New Mexico Francine Cabral Roy – University of Rhode Island Okhee Lee, Walter G. Secada – University of Miami 10. Preservice Teachers’ Changing Conceptions About Teaching Mathematics in Urban Elementary Classrooms Mindy Kalchman – DePaul University 11. Evolution of (Urban) Mathematics Teachers’ Identity Mary Q. Foote – Queens College, CUNY Beverly S. Smith, Laura M. Gillert – The City College of New York, CUNY 12. When Am I Going to Learn to be a Mathematics Teacher? A Case Study of a Novice New York City Teaching Fellow Michael Meagher – Brooklyn College, CUNY Andrew Brantlinger – University of Maryland, College Park PART IV: TEACHER EDUCATION 13. Teaching Mathematics for Social Justice: Reflections on a Community of Practice for Urban High School Mathematics Teachers Lidia Gonzalez – York College, CUNY 14. Math Links: Building Learning Communities in Urban Settings Jacqueline Leonard – Temple University Brian R. Evans – Pace University http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/141/89 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/141/89 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/34/12 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/34/12 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/98/87 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/98/87 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/128/84 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/128/84 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/24/14 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/24/14 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/97/79 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/97/79 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/109/93 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/120/99 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/120/99 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/32/13 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/32/13 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/5/5 Stinson Editorial Journal of Urban Mathematics Education Vol. 4, No. 2 5 15. Learning to Teach Mathematics in Urban High Schools: Untangling the Threads of Interwoven Narratives Haiwen Chu – Graduate Center of City University of New York Laurie H. Rubel – Brooklyn College, CUNY 16. The Mathematics Learning Discourse Project: Fostering Higher Order Thinking and Academic Language in Urban Mathematics Classrooms Megan E. Staples, Mary P. Truxaw – University of Connecticut 17. Collaborative Evaluative Inquiry: A Model for Improving Mathematics Instruction in Urban Elementary Schools Iman C. Chahine – Georgia State University Lesa M. Covington Clarkson – University of Minnesota 18. K–2 Teachers’ Attempts to Connect Out-of-School Experiences to In-School Mathematics Learning Allison W. McCulloch, Patricia L. Marshal – North Carolina State University PART V: STUDENT LEARNING AND IDENTITY 19. Social Identities and Opportunities to Learn: Student Perspectives on Group Work in an Urban Mathematics Classroom Indigo Esmonde, Kanjana Brodie, Lesley Dookie, Miwa Takeuchi – University of Toronto 20. Exploring the Nexus of African American Students’ Identity and Mathematics Achievement Francis M. Nzuki – The Richard Stockton College of New Jersey 21. How Do We Learn? African American Elementary Students Learning Reform Mathematics in Urban Classrooms Lanette R. Waddell – Vanderbilt University 22. (In)equitable Schooling and Mathematics of Marginalized Students: Through the Voices of Urban Latinas/os Maura Varely Gutierrez – Elsie Whitlow Stokes Community Freedom Public Charter School Craig Willey – Indiana University Purdue University-Indianapolis Lena L. Khisty – University of Illinois at Chicago PART VI: POLICY 23. Racism, Assessment, and Instructional Practices: Implications for Mathematics Teachers of African American Students Julius Davis – Morgan State University Danny Bernard Martin – University of Illinois at Chicago 24. Practices Worthy of Attention: A Search For Existence Proofs of Promising Practitioner Work in Secondary Mathematics Pamela L. Paek – University of Texas at Austin http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/50/60 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/50/60 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/74/49 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/74/49 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/44/38 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/44/38 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/94/92 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/94/92 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/46/35 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/46/35 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/45/68 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/45/68 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/62/72 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/62/72 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/112/91 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/112/91 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/14/8 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/14/8 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/6/1 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/6/1 Stinson Editorial Journal of Urban Mathematics Education Vol. 4, No. 2 6 25. An Examination of Mathematics Achievement and Growth in a Midwestern Urban School District: Implications for Teachers and Administrators Robert M. Capraro, Jamaal Rashad Young, Chance W. Lewis, Zeyner Ebrar Yetkiner, Melanie N. Woods – Texas A&M University 26. Compounding Inequalities: English Proficiency and Tracking and Their Relation to Mathematics Performance Among Latina/o Secondary School Youth Eduardo Mosqueda – University of California, Santa Cruz PART VII: INTERNATIONAL PERSPECTIVES 27. 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 28. Transforming Mathematical Discourse: A Daunting Task for South Africa’s Townships Roland G. Pourdavood – Cleveland State University Nicole Carignan – University of Quebec at Montreal Lonnie C. King – Nelson Mandela Metropolitan University 29. Forging Mathematical Relationships in Inquiry-Based Classrooms With Pasifika Students Roberta Hunter, Glenda Anthony – Massey University References Bishop, A. J., Clements, J., Keitel, C., Kilpatrick, J., & Leung, F. K. S. (Eds.) (2003). Second international handbook of mathematics education. Dordrecht, The Netherlands: Kluwer. Denzin, N. K., & Lincoln, Y. S. (1994). Handbook of qualitative research. Thousand Oaks, CA: Sage. Denzin, N. K., & Lincoln, Y. S. (2000). Handbook of qualitative research (2nd ed.). Thousand Oaks, CA: Sage. Foucault, M. (1972). The archaeology of knowledge (A. M. Sheridan Smith, Trans.). New York: Pantheon Books. (Original work published 1969) Foucault, M. (1980). Truth and power (C. Gordon, L. Marshall, J. Mepham & K. Soper, Trans.). In C. Gor- don (Ed.), Power/knowledge: Selected interviews and other writings, 1972–1977 by Michel Foucault (pp. 109–133). New York: Pantheon Books. (Interview conducted 1977) Foucault, M. (1997). On the genealogy of ethics: An overview of work in progress. In P. Rabinow (Ed.), The essential works of Michel Foucault, 1954–1984 (Vol. I, Ethics, pp. 253–280). New York: New Press. (Interview conducted 1983) Grouws, D. A. (Ed.). (1992). Handbook of research on mathematics teaching and learning. New York: Macmillan. Lester, F. K. (Ed.) (2007). Second handbook of research on mathematics teaching and learning. Charlotte, NC: Information Age. http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/33/20 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/33/20 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/33/20 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/47/48 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/47/48 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/47/48 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/4/4 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/4/4 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/18/15 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/18/15 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/100/81 http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/100/81