CHRISTOPHER C. JETT is an assistant professor in the Department of Mathematics in the College of Science and Mathematics at the University of West Georgia, 1601 Maple St., Carrollton, GA 30118; email: cjett@westga.edu. His research interests are centered on employing a critical race theoretical perspective to mathematics education research, particularly, at the undergraduate mathematics level. He is the current Book Review editor of the Journal of Urban Mathematics Education. EDITORIAL
CHRISTOPHER C. JETT是西乔治亚大学(1601 Maple St.， Carrollton, GA 30118)科学与数学学院数学系的助理教授;电子邮件:cjett@westga.edu。他的研究兴趣集中在运用批判性种族理论视角进行数学教育研究，特别是在本科数学水平。他目前是《城市数学教育杂志》的书评编辑。编辑
{"title":"An Urban Mathematics Education Book Review?: Considerations for JUME Book Review Authors","authors":"C. Jett","doi":"10.21423/jume-v8i1a271","DOIUrl":"https://doi.org/10.21423/jume-v8i1a271","url":null,"abstract":"CHRISTOPHER C. JETT is an assistant professor in the Department of Mathematics in the College of Science and Mathematics at the University of West Georgia, 1601 Maple St., Carrollton, GA 30118; email: cjett@westga.edu. His research interests are centered on employing a critical race theoretical perspective to mathematics education research, particularly, at the undergraduate mathematics level. He is the current Book Review editor of the Journal of Urban Mathematics Education. EDITORIAL","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68581626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
DAVID W. STINSON is an associate professor of mathematics education in the Department of Middle and Secondary Education in the College of Education and Human Development, at Georgia State University, P.O. Box 3978, Atlanta, GA, 30303; e-mail: dstinson@gsu.edu. His research interests include exploring socio-cultural, -historical, and -political aspects of mathematics and mathematics teaching and learning from a critical postmodern theoretical (and methodological) perspective. He is a co-founder and current editor-in-chief of the Journal of Urban Mathematics Education. EDITORIAL
DAVID W. STINSON是乔治亚州立大学教育与人类发展学院中学教育系数学教育副教授，地址:佐治亚州亚特兰大邮政信箱3978号，邮编:30303;电子邮件:dstinson@gsu.edu。他的研究兴趣包括从批判后现代理论(和方法论)的角度探索数学和数学教学的社会文化、历史和政治方面。他是《城市数学教育杂志》的联合创始人和现任主编。编辑
{"title":"Reviewing for JUME: Advancing the Field of Urban Mathematics Education","authors":"David Stinson","doi":"10.21423/jume-v8i1a272","DOIUrl":"https://doi.org/10.21423/jume-v8i1a272","url":null,"abstract":"DAVID W. STINSON is an associate professor of mathematics education in the Department of Middle and Secondary Education in the College of Education and Human Development, at Georgia State University, P.O. Box 3978, Atlanta, GA, 30303; e-mail: dstinson@gsu.edu. His research interests include exploring socio-cultural, -historical, and -political aspects of mathematics and mathematics teaching and learning from a critical postmodern theoretical (and methodological) perspective. He is a co-founder and current editor-in-chief of the Journal of Urban Mathematics Education. EDITORIAL","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68581675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
MARK W. ELLIS is a professor of secondary education at California State University, Fullerton, 2600 E. Nutwood Ave., Suite 600, Fullerton, CA, 92831; e-mail: mellis@fullerton.edu. A National Board Certified Teacher of mathematics, his scholarship focuses on equity issues in mathematics education and professional development for teachers of mathematics aimed at creating learning environments that promote success for all students.
马克·w·埃利斯(MARK W. ELLIS)是加州州立大学的中学教育教授，地址是富勒顿，2600 E. Nutwood Ave.， Suite 600，富勒顿，CA, 92831;电子邮件:mellis@fullerton.edu。作为美国国家数学委员会认证教师，他的奖学金主要关注数学教育中的公平问题和数学教师的专业发展，旨在创造促进所有学生成功的学习环境。
{"title":"\"I am a teacher. That's what I've done almost all my life. I teach.\"","authors":"R. Berry, M. Ellis, C. Morton, J. Yow","doi":"10.21423/jume-v8i1a273","DOIUrl":"https://doi.org/10.21423/jume-v8i1a273","url":null,"abstract":"MARK W. ELLIS is a professor of secondary education at California State University, Fullerton, 2600 E. Nutwood Ave., Suite 600, Fullerton, CA, 92831; e-mail: mellis@fullerton.edu. A National Board Certified Teacher of mathematics, his scholarship focuses on equity issues in mathematics education and professional development for teachers of mathematics aimed at creating learning environments that promote success for all students.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"146 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68581793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Mathematics and Social Justice: A Symbiotic Pedagogy","authors":"G. Bond, Egan J. Chernoff","doi":"10.21423/JUME-V8I1A256","DOIUrl":"https://doi.org/10.21423/JUME-V8I1A256","url":null,"abstract":"","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68581751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
DAVID W. STINSON is an associate professor of mathematics education in the Department of Middle and Secondary Education in the College of Education, at Georgia State University, P.O. Box 3978, Atlanta, GA, 30303; e-mail: dstinson@gsu.edu. His research interests include exploring socio-cultural, -historical, and -political aspects of mathematics and mathematics teaching and learning from a critical postmodern theoretical (and methodological) perspective. He is a cofounder and current editor-in-chief of the Journal of Urban Mathematics Education. EDITORIAL
DAVID W. STINSON是乔治亚州立大学教育学院中学教育系数学教育副教授，地址是佐治亚州亚特兰大邮政信箱3978号，邮编30303;电子邮件:dstinson@gsu.edu。他的研究兴趣包括从批判后现代理论(和方法论)的角度探索数学和数学教学的社会文化、历史和政治方面。他是《城市数学教育杂志》的联合创始人和现任主编。编辑
{"title":"Teaching Mathematics for Social Justice: An Ethical and Moral Imperative?","authors":"David Stinson","doi":"10.21423/jume-v7i2a252","DOIUrl":"https://doi.org/10.21423/jume-v7i2a252","url":null,"abstract":"DAVID W. STINSON is an associate professor of mathematics education in the Department of Middle and Secondary Education in the College of Education, at Georgia State University, P.O. Box 3978, Atlanta, GA, 30303; e-mail: dstinson@gsu.edu. His research interests include exploring socio-cultural, -historical, and -political aspects of mathematics and mathematics teaching and learning from a critical postmodern theoretical (and methodological) perspective. He is a cofounder and current editor-in-chief of the Journal of Urban Mathematics Education. EDITORIAL","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68580988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
MARTA CIVIL is a Professor of Mathematics Education and the Roy F. Graesser Endowed Chair in the Department of Mathematics at The University of Arizona, 617 N. Santa Rita Ave., Tucson, AZ 85721; email: civil@math.arizona.edu. Her interests include cultural, social, and language aspects in the teaching and learning of mathematics; linking in-school and out-of-school mathematics; and parental engagement in mathematics. COMMENTARY
MARTA CIVIL是亚利桑那大学数学系数学教育教授和Roy F. Graesser特聘教授，地址:617 N. Santa Rita Ave.， Tucson, AZ 85721;电子邮件:civil@math.arizona.edu。她的兴趣包括数学教学中的文化、社会和语言方面;衔接校内外数学;以及父母对数学的投入。评论
{"title":"Why Should Mathematics Educators Learn from and about Latina/o Students' In-School and Out-of-School Experiences?","authors":"M. Civil","doi":"10.21423/jume-v7i2a251","DOIUrl":"https://doi.org/10.21423/jume-v7i2a251","url":null,"abstract":"MARTA CIVIL is a Professor of Mathematics Education and the Roy F. Graesser Endowed Chair in the Department of Mathematics at The University of Arizona, 617 N. Santa Rita Ave., Tucson, AZ 85721; email: civil@math.arizona.edu. Her interests include cultural, social, and language aspects in the teaching and learning of mathematics; linking in-school and out-of-school mathematics; and parental engagement in mathematics. COMMENTARY","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68580911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, the authors present three adolescent Latinas' perceptions of ideal mathematical competencies, their perception of their individual "abilities" in mathematics, and their work on a mathematics problem-solving task. Results indicate that these Latinas recognize flexible mathematics as the ideal mathematical competency in problem solving but demonstrate rigid mathematics in the problem-solving task. Reasons for the discrepancy between the three Latinas' perceptions of ideal mathematical competencies and their own work on mathematical tasks are discussed. Implications related to opportunities for girls of color to pursue careers in STEM fields are discussed as it relates to flexible problem-solving skills in mathematics.
{"title":"Latinas and Problem Solving: What They Say and What They Do","authors":"P. Guerra, Woong Lim","doi":"10.21423/jume-v7i2a198","DOIUrl":"https://doi.org/10.21423/jume-v7i2a198","url":null,"abstract":"In this article, the authors present three adolescent Latinas' perceptions of ideal mathematical competencies, their perception of their individual \"abilities\" in mathematics, and their work on a mathematics problem-solving task. Results indicate that these Latinas recognize flexible mathematics as the ideal mathematical competency in problem solving but demonstrate rigid mathematics in the problem-solving task. Reasons for the discrepancy between the three Latinas' perceptions of ideal mathematical competencies and their own work on mathematical tasks are discussed. Implications related to opportunities for girls of color to pursue careers in STEM fields are discussed as it relates to flexible problem-solving skills in mathematics.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68581124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, the authors provide portraits of three mathematics teachers: one European American man, one African American man, and one Middle Eastern woman. All three taught in secondary schools with predominantly African American student populations. Semi-structured interviews and observations were conducted to create a comparative case study that analyzed the teachers' "star" background experiences and skills (Haberman, 1995). The analysis also focused on whether or not there was a connection between their star background experiences and skills and their use of relational and field-dependent methods of teaching. Data suggest that there was a connection between Haberman's star framework and teachers who taught relationally and used field-dependent methods. Based on these results, the authors argue that alternative certification programs should broaden their criteria and recruit preservice teachers with star back-ground experiences and skills.
{"title":"Recruiting Secondary Mathematics Teachers: Characteristics That Add Up for African American Students","authors":"Tamra C. Ragland, Shelley Sheats Harkness","doi":"10.21423/jume-v7i2a210","DOIUrl":"https://doi.org/10.21423/jume-v7i2a210","url":null,"abstract":"In this article, the authors provide portraits of three mathematics teachers: one European American man, one African American man, and one Middle Eastern woman. All three taught in secondary schools with predominantly African American student populations. Semi-structured interviews and observations were conducted to create a comparative case study that analyzed the teachers' \"star\" background experiences and skills (Haberman, 1995). The analysis also focused on whether or not there was a connection between their star background experiences and skills and their use of relational and field-dependent methods of teaching. Data suggest that there was a connection between Haberman's star framework and teachers who taught relationally and used field-dependent methods. Based on these results, the authors argue that alternative certification programs should broaden their criteria and recruit preservice teachers with star back-ground experiences and skills.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"91 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68581324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ERIKA C. BULLOCK is an assistant professor of mathematics education in the Department of Instruction and Curriculum Leadership in the College of Education, Health and Human Sciences, at the University of Memphis, 419A Ball Hall, Memphis, TN, 38152; e-mail: Erika.Bullock@memphis.edu. Her research interests include exploring urban mathematics education curriculum and policy from a critical postmodern and historical perspective. She is associate to the editor-in-chief and Public Stories of Mathematics Educators section editor of the Journal of Urban Mathematics Education. EDITORIAL
ERIKA C. BULLOCK是孟菲斯大学(419A Ball Hall, Memphis, TN, 38152)教育、健康和人文科学学院教学和课程领导系的数学教育助理教授;电子邮件:Erika.Bullock@memphis.edu。她的研究兴趣包括从批判后现代和历史的角度探索城市数学教育课程和政策。她是《城市数学教育杂志》的副主编和《数学教育者的公共故事》栏目的编辑。编辑
{"title":"Public Stories of Mathematics Educators: An Invitation to Tell","authors":"Erika C. Bullock","doi":"10.21423/jume-v7i2a253","DOIUrl":"https://doi.org/10.21423/jume-v7i2a253","url":null,"abstract":"ERIKA C. BULLOCK is an assistant professor of mathematics education in the Department of Instruction and Curriculum Leadership in the College of Education, Health and Human Sciences, at the University of Memphis, 419A Ball Hall, Memphis, TN, 38152; e-mail: Erika.Bullock@memphis.edu. Her research interests include exploring urban mathematics education curriculum and policy from a critical postmodern and historical perspective. She is associate to the editor-in-chief and Public Stories of Mathematics Educators section editor of the Journal of Urban Mathematics Education. EDITORIAL","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68581075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, the author demonstrates how a broader view of what shapes affinity is ideologically and practically linked to creating democratic learning communities. Specifically, the author explores how a teacher employed complex instruction (an equity pedagogy) with her ethnically and racially diverse students in the "lowest track" Algebra I course. Sociometric network analyses used to model peer relationships revealed an affinity among three students that could not be explained by shared attributes or history (e.g., race or gender). Through field note analyses, the author argues these students' affinity was forged through shared mathematical activity--what she terms a workship. This workship reflected equitable relationships born of diverse youth learning to work together by working together. The author discusses implications of the workship for teachers and researchers, as well as the constraints that stratified mathematics programs can place on classroom-based efforts to advance equity.
{"title":"Affinity through Mathematical Activity: Cultivating Democratic Learning Communities","authors":"Tesha Sengupta-Irving","doi":"10.21423/jume-v7i2a208","DOIUrl":"https://doi.org/10.21423/jume-v7i2a208","url":null,"abstract":"In this article, the author demonstrates how a broader view of what shapes affinity is ideologically and practically linked to creating democratic learning communities. Specifically, the author explores how a teacher employed complex instruction (an equity pedagogy) with her ethnically and racially diverse students in the \"lowest track\" Algebra I course. Sociometric network analyses used to model peer relationships revealed an affinity among three students that could not be explained by shared attributes or history (e.g., race or gender). Through field note analyses, the author argues these students' affinity was forged through shared mathematical activity--what she terms a workship. This workship reflected equitable relationships born of diverse youth learning to work together by working together. The author discusses implications of the workship for teachers and researchers, as well as the constraints that stratified mathematics programs can place on classroom-based efforts to advance equity.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68581215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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