Pub Date : 2018-12-11DOI: 10.21423/jume-v11i1-2a356
W. Tate, C. Anderson, D. Tate
WILLIAM F. TATE is the Edward Mallinckrodt Distinguished University Professor in Arts & Sciences and Dean & Vice Provost for Graduate Education at Washington University in St. Louis, One Brookings Drive Campus Box 1183, St. Louis, MO 63130-4899; e-mail: wtate@wustl.edu. His interdisciplinary scholarship concentrates on two main areas: mathematics, science, and technology education, specifically, in metropolitan America; and geospatial and epidemiological approaches to the study of the social determinants of education and health outcomes.
{"title":"2018 -- \"SUM\" is Better than Nothing: Toward a Sociology of Urban Mathematics Education","authors":"W. Tate, C. Anderson, D. Tate","doi":"10.21423/jume-v11i1-2a356","DOIUrl":"https://doi.org/10.21423/jume-v11i1-2a356","url":null,"abstract":"WILLIAM F. TATE is the Edward Mallinckrodt Distinguished University Professor in Arts & Sciences and Dean & Vice Provost for Graduate Education at Washington University in St. Louis, One Brookings Drive Campus Box 1183, St. Louis, MO 63130-4899; e-mail: wtate@wustl.edu. His interdisciplinary scholarship concentrates on two main areas: mathematics, science, and technology education, specifically, in metropolitan America; and geospatial and epidemiological approaches to the study of the social determinants of education and health outcomes.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42828969","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}
Pub Date : 2018-12-11DOI: 10.21423/jume-v11i1-2a363
P. Valero
{"title":"2018 -- Human Capitals: School Mathematics and the Making of the Homus O Economicus","authors":"P. Valero","doi":"10.21423/jume-v11i1-2a363","DOIUrl":"https://doi.org/10.21423/jume-v11i1-2a363","url":null,"abstract":"","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44286906","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":"Viewing \"Others\" as Mathematicians: A Book Review of Inventing the Mathematician: Gender, Race, and Our Cultural Understanding of Mathematics","authors":"Dihema Longman","doi":"10.21423/jume-v10i2a349","DOIUrl":"https://doi.org/10.21423/jume-v10i2a349","url":null,"abstract":"","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43994740","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}
ROCHELLE GUTIÉRREZ is Professor of Mathematics Education in the Department of Curriculum and Instruction and Latina/Latino Studies at the University of Illinois at Urbana-Champaign, 1310 South Sixth Street, Champaign, IL 61820; email: rg1@illinois.edu. Her research interrogates the roles that race, class, language, and gender play in teaching and learning mathematics, creative insubordination in teaching, and new possible relationships between living beings, mathematics, and the planet. COMMENTARY
ROCHELLE GUTIÉRREZ是伊利诺伊大学厄巴纳-香槟分校(1310 South Sixth Street, Champaign, IL 61820)课程与教学及拉丁裔/拉丁裔研究系数学教育教授;电子邮件:rg1@illinois.edu。她的研究探讨了种族、阶级、语言和性别在数学教学中的作用，教学中的创造性反抗，以及生物、数学和地球之间可能存在的新关系。评论
{"title":"Why Mathematics (Education) was Late to the Backlash Party: The Need for a Revolution","authors":"Rochelle Gutiérrez","doi":"10.21423/jume-v10i2a347","DOIUrl":"https://doi.org/10.21423/jume-v10i2a347","url":null,"abstract":"ROCHELLE GUTIÉRREZ is Professor of Mathematics Education in the Department of Curriculum and Instruction and Latina/Latino Studies at the University of Illinois at Urbana-Champaign, 1310 South Sixth Street, Champaign, IL 61820; email: rg1@illinois.edu. Her research interrogates the roles that race, class, language, and gender play in teaching and learning mathematics, creative insubordination in teaching, and new possible relationships between living beings, mathematics, and the planet. COMMENTARY","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47487573","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 provides results from a 3-year, longitudinal study that examined two novice bilingual teachers' mathematics teaching practices and their professional opportunities to learn to teach. Primary data sources included videotaped mathematics lessons, teacher interviews, and field notes of their teacher preparation methods courses. Findings revealed that the teachers were oriented toward differing views of learning that shaped how they organized students' learning of language and mathematics during classroom instruction. While both teachers used similar teaching strategies to support students' development of mathematics specific literacies, there were variances in how the learners were positioned within the classroom community and how and which repertoires of language practices were available and used during mathematics instruction. The teachers' differing orientations toward learning are traced to their own professional opportunities to learn to teach. The significance of recognizing both the acquisition and participation metaphors of learning and the development of linguistically and culturally relevant teacher education are discussed.
{"title":"Math is More Than Numbers: Examining Beginning Bilingual Teachers' Mathematics Teaching Practices and Their Opportunities to Learn","authors":"Cathery Yeh","doi":"10.21423/jume-v10i2a328","DOIUrl":"https://doi.org/10.21423/jume-v10i2a328","url":null,"abstract":"In this article, the author provides results from a 3-year, longitudinal study that examined two novice bilingual teachers' mathematics teaching practices and their professional opportunities to learn to teach. Primary data sources included videotaped mathematics lessons, teacher interviews, and field notes of their teacher preparation methods courses. Findings revealed that the teachers were oriented toward differing views of learning that shaped how they organized students' learning of language and mathematics during classroom instruction. While both teachers used similar teaching strategies to support students' development of mathematics specific literacies, there were variances in how the learners were positioned within the classroom community and how and which repertoires of language practices were available and used during mathematics instruction. The teachers' differing orientations toward learning are traced to their own professional opportunities to learn to teach. The significance of recognizing both the acquisition and participation metaphors of learning and the development of linguistically and culturally relevant teacher education are discussed.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42520858","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}
MEGAN NICKELS is an Assistant Professor of STEM Education at the University of Central Florida, 12494 University Blvd., Orlando, FL 32816; email: Megan.Nickels@ucf.edu. Her research program focuses on the mathematical thinking and learning of critically and terminally ill children, applications of computer science and engineering for mathematics education, and analysis of inequities in mathematics education.
{"title":"Separate and Unequal: Students with HIV/AIDS and Mathematics Education","authors":"Megan Nickels","doi":"10.21423/jume-v10i2a319","DOIUrl":"https://doi.org/10.21423/jume-v10i2a319","url":null,"abstract":"MEGAN NICKELS is an Assistant Professor of STEM Education at the University of Central Florida, 12494 University Blvd., Orlando, FL 32816; email: Megan.Nickels@ucf.edu. Her research program focuses on the mathematical thinking and learning of critically and terminally ill children, applications of computer science and engineering for mathematics education, and analysis of inequities in mathematics education.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46568192","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 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是佐治亚州立大学教育与人类发展学院中等教育系数学教育教授，地址：佐治亚州亚特兰大市3978号信箱，邮编：30303；电子邮件：dstinson@gsu.edu.他的研究兴趣包括从批判的后现代理论（和方法论）角度探索数学的社会文化、历史和政治方面以及数学教学。他是《城市数学教育杂志》的联合创始人和现任主编。社论
{"title":"Beyond White Privilege: Toward White Supremacy and Settler Colonialism in Mathematics Education","authors":"David Stinson","doi":"10.21423/jume-v10i2a348","DOIUrl":"https://doi.org/10.21423/jume-v10i2a348","url":null,"abstract":"DAVID W. STINSON is Professor of Mathematics Education in the Department of Middle and Secondary Education in the College of Education and Human Development, at Georgia State University, P.O. Box 3978, Atlanta, GA, 30303; e-mail: dstinson@gsu.edu. His research interests include exploring socio-cultural, -historical, and -political aspects of mathematics and mathematics teaching and learning from a critical postmodern theoretical (and methodological) perspective. He is a co-founder and current editor in chief of the Journal of Urban Mathematics Education. EDITORIAL","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46331075","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":"Calling for Research Collaborations and the Use of Dis/ability Studies in Mathematics Education","authors":"Paulo Tan, Signe E. Kastberg","doi":"10.21423/jume-v10i2a321","DOIUrl":"https://doi.org/10.21423/jume-v10i2a321","url":null,"abstract":"","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48539988","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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